Childminder

Childminder

Unique reference number (URN): EY430964 Registered with Ofsted: 27/06/2011 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 Expected standard

All children, including those who face barriers to their learning, make steady progress from their starting points. They grow in confidence when joining in with songs, showing an early understanding of new vocabulary that the childminder repeats during play. Children begin to use words with increasing clarity and respond appropriately to simple questions and instructions.

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Achievement Expected standard

Across the curriculum, children gain the knowledge, skills and attitudes they need for their next stage of learning. They develop independence in care routines, managing simple tasks for themselves. Children build early mathematical awareness through exploration, such as recognising when objects will not fit or when they are holding 'too many'.

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Achievement Expected standard

Children's progress is positive overall and builds secure foundations for future learning. However, minor weaknesses in the curriculum and teaching mean that the childminder does not consistently support children's emotional responses during everyday routines, reducing opportunities for them to make stronger progress in their personal, social and emotional development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and positive environment where children understand familiar expectations and routines. Clear explanations help them anticipate what will happen next, such as tidying up before lunch or washing their hands after messy play. This helps children to feel secure and ready to participate.

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Behaviour, attitudes and establishing routines Expected standard

Warm, trusting relationships support children's positive behaviour. The childminder offers reassurance when children become upset, providing comfort and distraction. She uses specific praise to reinforce what they are doing well. The childminder models respectful interactions and introduces simple turn-taking language, such as 'my turn' and 'your turn'. This helps children learn to share, wait and play alongside others.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive attitudes to learning. They learn why actions are needed, such as not tipping glue or clearing the table before eating because the childminder explains this to them. These calm reminders help them understand consequences and build early self- control. Attendance is monitored carefully, and the childminder follows up absences promptly to support children's wellbeing and continuity. While emotional needs are responded to sensitively, there are emerging opportunities to help children recognise and talk about feelings during everyday routines.

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Children's welfare and wellbeing Expected standard

The childminder ensures that care practices meet children's individual needs. She promotes hygiene routines clearly, encouraging children to wash their hands and use their own cutlery and plates at mealtimes. These routines build children's independence and help them to develop healthy habits.

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Children's welfare and wellbeing Expected standard

Children form secure attachments and seek reassurance from the childminder when they need comfort. The childminder offers children reassurance and recognises when they need time to settle or space to regulate. However, this practice is not yet consistent. For example, when children become upset, comfort is provided, but the childminder does not help them recognise or name their feelings.

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Children's welfare and wellbeing Expected standard

Care is respectful, safe and private. Nappy changing takes place discreetly behind the unit, with explanations given in advance to protect children's dignity. Sleep routines are secure and closely monitored. The childminder changes children's clothing to ensure they do not overheat. Mealtimes are supervised carefully, with close attention given to choking prevention and safe eating habits. The childminder works with parents to ensure food from home follows safety guidelines.

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Curriculum and teaching Expected standard

The childminder demonstrates a secure knowledge of child development and implements her individualised curriculum well. She plans learning around what children know and can do, using songs and meaningful play to build their confidence and early language skills. She narrates children's actions and links new vocabulary directly to what they are doing, helping them understand words in context. Mathematical ideas are taught through practical tasks, such as matching and comparing quantities in sorting and posting activities. Teaching is adapted thoughtfully so that children can access learning successfully. The childminder demonstrates the use of tools and routines clearly, then reduces support as children become more independent.

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Curriculum and teaching Expected standard

Professional development has strengthened aspects of the curriculum, particularly in slowing routines so children have time to explore and practise skills more deeply. However, opportunities to extend learning are not always maximised throughout the day. For example, emotional upset at lunchtime is comforted but not consistently used to support children's understanding of feelings. In addition, although the outdoor environment is identified in the childminder's self-evaluation as an area to develop, its use is not fully consistent. As a result, valuable learning opportunities are sometimes missed.

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Inclusion Expected standard

Children's individual needs are identified and assessed clearly from the start. The childminder builds trusting relationships with families and gathers detailed information about children's routines, interests and development when they join. She uses recognised guidance, such as 'Birth to 5 Matters', to establish accurate starting points and plan purposeful next steps in learning.

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Inclusion Expected standard

Support is adapted to help children access all areas of learning. For example, the childminder introduces early toilet awareness gradually during nappy-changing routines, responding to children's readiness rather than using fixed expectations. She repeats key vocabulary within play so that children can take part confidently, particularly when developing early communication skills. When children attend more than one setting, the childminder shares information with staff about children's development to help maintain consistent routines and expectations.

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Inclusion Expected standard

The childminder monitors children's progress through ongoing observations and regular discussions with parents. She reviews learning termly and adapts planning where needed, reflecting an understanding of the graduated approach. The childminder has a secure awareness of how she would work with external professionals to support children who require additional help. As a result, children participate fully, feel valued and are supported to make steady progress from their individual starting points.

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Leadership and governance Expected standard

The childminder has a clear understanding of her setting's strengths and areas to develop. She uses professional development effectively to make ongoing improvements to her practice. For example, training in the 'Hygge' approach and emphasising the importance of calm, unhurried routines has led the childminder to adjust the pace of the day. As a result, children experience relaxed transitions and are given plenty of time to complete small tasks for themselves, supporting their independence.

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Leadership and governance Expected standard

The childminder manages her workload well and sets realistic targets for development. She has identified the outdoor area as a space with further potential, and initial steps to enhance this are underway. Providing children with greater access to the outdoor environment would support similarly purposeful learning throughout the day.

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Leadership and governance Expected standard

The childminder works closely with families and shares information clearly through daily conversations and simple home-learning links. For example, she uses 'Rosie the holiday puppet' to help children reflect on their home experiences and continue learning beyond the setting.

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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 feel safe, known and valued from the moment they arrive. They are greeted warmly and settle quickly into familiar routines that help them feel secure. The childminder understands their individual needs well and responds with calm reassurance, building strong, trusting relationships that support their emotional wellbeing. She keeps close track of children's attendance and follows up any unexpected absences promptly, helping children stay connected to the setting and ensuring they do not miss important experiences.

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

Children develop confidence and independence through everyday routines. They take pride in managing small tasks for themselves, such as washing their hands, choosing cutlery and collecting their lunch boxes. The childminder helps them learn to make healthy choices

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Inspector:

Holly Smith through simple explanations. For example, she tells children how foods support their bodies, such as strawberries helping their hearts and cheese helping cuts to heal.

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Inspector:

Children enjoy a rich range of purposeful play. They concentrate for sustained periods when posting counters. The childminder introduces language, such as 'inside', 'too many' and 'under' to describe their actions. During dough activities linked to familiar songs, she models words such as 'roll', 'stretch' and 'sprinkle'. This helps children link actions to vocabulary and builds early communication and fine motor skills.

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Inspector:

Children feel a strong sense of belonging. They see family photos displayed and take part in experiences linked to their home culture and traditions. Daily communication with parents strengthens this connection and ensures learning continues between home and the setting. As a result, children feel secure, valued and ready to learn.

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Next steps

The childminder should help children to strengthen their understanding of emotions during daily routines and help them name and understand feelings to enhance their emotional literacy and regulation skills. The childminder should act on self-evaluation to enhance outdoor learning opportunities to broaden purposeful experiences across the curriculum.

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About this inspection

The inspector spoke with the childminder 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 setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 16:00

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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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