Childminder

Childminder

Unique reference number (URN): EY400451 Registered with Ofsted: 29/09/2009 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children in this setting are confident, motivated learners who make continual, consistent progress from their starting points. Those who initially struggled with listening and attention are now able to focus well and follow instructions with increasing independence. They use their developing communication and language skills very effectively to engage with their peers and the childminder, enabling them to access the full curriculum confidently. Children are very well prepared for the next stage of their learning journey, whether transitioning to school or reaching significant developmental milestones such as potty training. They grow in independence and develop essential life skills. All children, including children with special educational needs and/or disabilities and those who experience barriers to their learning, flourish and develop the skills they need for future success.

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Behaviour, attitudes and establishing routines Strong standard

The childminder expertly supports children in regulating their emotions. As a result, children are increasingly able to recognise and manage their own feelings. Those who occasionally struggle with their behaviour are given effective and age-appropriate strategies to pause, reflect and consider their actions, helping them make positive choices. The childminder has built warm, secure bonds with the children. These trusting relationships provide an excellent emotional foundation that supports children's growing independence, confidence and resilience. Children feel safe and valued. They are willing to explore, take risks and persevere with new challenges. The childminder works consistently with gentle strategies to support children who are struggling with sharing and turn-taking. Children routinely demonstrate good manners. For example, they offer 'thank you' and 'please' without prompts appropriately, and take turns respectfully, showing secure development of early

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Behaviour, attitudes and establishing routines Strong standard

The childminder demonstrates a very secure understanding of the importance of promoting children's personal, social and emotional development and encouraging attendance. She acts as a positive role model, teaching children how to relate to and understand others. For example, she sensitively explains that friends may not always be ready to give a turn with a toy, helping children develop empathy and a deeper understanding of the emotions of others. The childminder sets very clear consistent expectations, which support children's positive behaviour. Her calm, nurturing approach ensures children feel secure, respected and confident as they develop their social and emotional skills.

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Children's welfare and wellbeing Strong standard

The childminder has established extremely warm, positive relationships with the children and their families. She works very closely with them to promote the importance of developing healthy habits from an early age, ensuring a shared approach to children's wellbeing. Supporting children's overall wellbeing is a clear priority in the setting. The childminder knows each child exceptionally well and understands their individual needs. She promotes healthy habits consistently and encourages children to make their own choices, fostering high levels of independence and self-awareness. Children receive healthy, balanced and nutritious meals. They confidently talk about their 'healthy bones' and how their bodies grow, demonstrating their excellent understanding of the benefits of healthy eating. Alternative diets and feeding routines are managed effectively to support each child's individual needs. For example, the childminder ensures she is aware of any allergies and

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Children's welfare and wellbeing Strong standard

dietary requirements, adapting meals and routines accordingly.

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Children's welfare and wellbeing Strong standard

Children talk confidently about brushing their teeth. They are engaged in tooth brushing activities and take home a bag with toothbrushes and toothpaste as part of the oral focus of the setting. Children demonstrate high levels of confidence and autonomy in their daily routines. The childminder promotes a strong focus on children's physical and emotional health. She is highly responsive to children's needs, providing reassurance, guidance and meaningful interactions that help them feel secure. Children are also encouraged to express their thoughts and feelings, and they are supported to resolve small disputes with increasing independence. This nurturing approach very successfully strengthens their emotional resilience and social confidence.

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Curriculum and teaching Strong standard

The curriculum is broad, inclusive and very thoughtfully designed. The childminder makes thoughtful and informed decisions about what to teach and how to teach it. Her consistent, intentional practice ensures that all children thrive and make excellent progress. Children's communication and language development is prioritised throughout daily routines and planned activities. For example, the childminder emphasises the word 'autumn' while they learn about seasons. She plans the curriculum with extremely careful consideration of children's backgrounds, families and individual experiences, ensuring it is meaningful and relevant. She adapts her approach to teaching for children with special educational needs and/or disabilities, drawing on guidance and support from the local authority.

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Curriculum and teaching Strong standard

The childminder uses her assessments highly effectively to identify each child's needs, enabling her to tailor children's learning experiences and provide targeted support. Children have regular opportunities to practise, consolidate and revisit key skills. For example, fine motor skills are nurtured through a variety of mark-making and hands-on activities. This supports strengthening their learning over time. Mathematics is taught effectively and is firmly embedded in the setting's everyday routines. Children confidently count and identify numbers, demonstrating secure early mathematical understanding.

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Inclusion Strong standard

The childminder works very closely with external local authority agencies and other professionals to ensure that all children consistently receive high-quality support and good practice. For example, she liaises effectively with the local children's centre to implement tailored strategies that meet individual children's needs. The childminder also works collaboratively with parents, ensuring they are very well informed and actively involved in their children's educational journey. This shared approach supports children to thrive, providing consistency across home and the setting.

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Inclusion Strong standard

The childminder maintains extremely high expectations for all children in her care. She acts promptly to address any emerging gaps in children's learning or progress. She also ensures that children's needs are identified early and supported effectively. The childminder uses a combination of daily observations, parents' insights and her continuous professional development to monitor and evaluate children's progress. Children are thriving in the setting and make significant progress from their starting points. For instance, children who initially experienced challenges with self-care are now confidently and independently using the toilet and washing their hands. This demonstrates the strong impact of the childminder's targeted support and nurturing environment.

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Leadership and governance Strong standard

The childminder works extremely hard to meet children's individual needs. She is highly adaptive and responds promptly and appropriately to each child. She maintains high expectations for children's learning and development and engages positively and professionally with parents. Through ongoing self-evaluation, she reflects critically on her practice and takes effective action to address any emerging challenges. She demonstrates a strong awareness of the setting's strengths and implements targeted actions to enhance practice where necessary. This proactive approach ensures that children's needs are identified early and supported thoroughly.

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Leadership and governance Strong standard

The childminder regularly and consistently undertakes relevant training to improve her practice. For example, she has completed speech and language training, which has strengthened her ability to support children's communication skills. A strong culture of continuous improvement is clearly embedded in the setting. Partnership with parents is a central focus of this setting. Parents speak incredibly highly of the childminder and the quality of care their children receive. They comment on the positive qualities their children develop, such as good manners, being kind and patience. The childminder shares information effectively with parents, which contributes to open, thoughtful and productive communication.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children in the setting are very settled, happy and content. They demonstrate highly positive outcomes across all areas of learning. They also benefit from the skilled support from the warm and kind childminder, who promotes their regular attendance. Children show a 'can- do' attitude and they participate enthusiastically in daily activities, such as exploring sensory materials in the play tray. Children are encouraged to express themselves confidently and interact effectively with their peers and the childminder.

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What it's like to be a child at this setting

The childminder supports communication and language development very effectively. She models language by repeating and emphasising key words. This helps children to build their vocabulary and confidence in speaking. The childminder maximises learning opportunities

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Inspector:

Christina Moraiti throughout the day. Children are also able to make comments about numbers. For example, children say that number 19 is a big number. This approach supports their emerging problem-solving and mathematical skills. Children achieve very well and make highly consistent progress across all areas of learning.

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Inspector:

Children's independence is skilfully promoted by the childminder. The children work collaboratively throughout the day. For example, children work together to clean the kitchen after sensory play and help to tidy up before breakfast. These routines contribute effectively to their self-care skills and prepare them well for future transitions, including the move to school. Children also show a strong sense of identity. They confidently discuss their family members when looking at the family boards and make connections between their own experiences and those of their friends. This supports children's understanding of similarities and differences and promotes their positive sense of belonging. Outdoor learning is a significant strength of the setting. Children spend substantial time outdoors, whether in the childminder's outdoor area or visiting local amenities and the recycling centres. These experiences enhance their physical development and support their well-being as they walk

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Inspector:

and manoeuvre confidently in their environment. They also strengthen children's understanding of the community, which is an important aspect of the setting's ethos.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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About this setting

Operating hours: Monday,Wednesday,Thursday : 08:00 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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