Childminder

Childminder

Unique reference number (URN): EY269356 Registered with Ofsted: 30/01/2004 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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Behaviour, attitudes and establishing routines Strong standard

Using key information collected from parents, the childminder builds strong, trusting relationships with children, which helps them feel secure and well supported. This individualised support allows children to flourish and thrive during their time with the childminder. She consistently models and promotes positive behaviour throughout the day. This contributes to a creating a calm and respectful environment, where children play with each other, joining in role play, simple mathematics games and listening to stories with interest.

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Behaviour, attitudes and establishing routines Strong standard

Children respond well to familiar routines, which help them understand boundaries and expectations and give structure to their day. The childminder engages with children sensitively, clearly communicating what is expected and allowing time for them to process and respond at their own pace.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes the importance of good attendance and punctuality, helping families understand how consistent attendance contributes positively to children's learning and development and emotional wellbeing. She carefully considers each child's age, stage of development and individual circumstances ensuring guidance is both supportive and appropriate. For example, for children who may be going through changes at home, such as moving house, she works closely with parents to ensure they are supported appropriately, adjusting expectations as required.

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Children's welfare and wellbeing Strong standard

Children form very strong and trusting relationships with the childminder and any assistants who care for them. The childminder engages purposefully at children's level, using high- quality interactions to extend their thinking and make meaningful links that deepen and enrich learning. She consistently models positive behaviour and promotes that throughout the day. The childminder works sensitively with children, helping them to recognise and name their emotions. This approach enhances children's self-esteem and confidence very effectively. The childminder gives children time to process and respond to questions or instructions, offering patient encouragement. As a result, children feel highly secure and respond positively, seeking out the childminder for comfort and reassurance when needed.

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Expected standard

Children are confident in routines. For example, they preparing for outdoor play by recognising their jackets and looking for their shoes. The childminder provides consistent interactions, narrating events, naming objects and encouraging responses. These strategies support children's language development and foster positive relationships. Children engage in lovely and heartwarming interactions with each other. They form friendships that build their social skills, confidence and sense of belonging.

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Expected standard

For children who need additional support, the childminder adapts her practice, so they have the right level of guidance and tailored opportunities to succeed. She sensitively adjusts activities and routines to meet children's individual needs. This ensures that all children understand what is being asked of them.

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Inclusion Strong standard

The childminder places a strong focus on inclusion. She ensures that all children, including those with emerging needs, are fully involved in daily activities. The childminder acts with integrity and completes regular assessments quickly to identify any gaps in children's learning. She clearly explains how funding is used to put in early support for children who require additional support. For example, the childminder accesses additional training to strengthen her practice to work with children who require support with their communication and language development. The childminder works very closely with parents and carers and external agencies to request specialist support as needed. As a result, children receive the right support at the right time. This helps children to make secure progress in their learning and development.

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Inclusion Strong standard

The childminder offers a variety of activities and resources that help children to explore and understand the diverse community they live in. She ensures that children's cultural and religious events are celebrated and valued as part of everyday practice. This helps children to feel a strong sense of belonging and pride in their own heritage, while also encouraging respect and appreciation for others. Parents value the way the childminder identifies and supports their children's individual needs. They state that she works sensitively with them, sharing tips and strategies to ensure that they understand the importance of consistent support.

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Achievement Expected standard

Children have opportunities to extend their learning. During walks, they notice and discuss natural changes, such as trees with leaves compared to those that have lost them. Children begin to understand the seasons and recall changes they have observed, for example when trees are full of leaves in the summer. They develop their curiosity, observation skills and ability to make connections in their learning effectively.

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Achievement Expected standard

Children develop their communication and language skills. They are able to express themselves, which helps reduce anxiety and supports wider learning. Children make clear progress in their communication and language development. Regular reading, singing and interactive story sessions help them build a rich vocabulary and strengthen their listening and attention skills. They become more confident in joining in with songs, recalling familiar phrases from stories, and using new words in their play. Children also attend local groups with other children, giving them valuable opportunities to socialise and develop confidence with other children.

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Curriculum and teaching Expected standard

The childminder has in-depth knowledge of child development. She uses this knowledge to assess children and plan for their next steps in learning. The childminder plans and provides a stimulating curriculum that is tailored to meet the individual needs and interests of all children. She thoughtfully organises resources, including a role-play area where children pretend to make tea and explore numbers through play. The childminder uses musical toys to promote rhythm, creativity and social skills. The childminder makes children's learning fun and engaging through carefully planned adult-led activities and free play. Children strengthen their hand-eye coordination as they engage in creative activities. The childminder plans shape sorting activities to enable them to recognise and group colours. These experiences are tailored to children's developmental needs and interests, ensuring that children make progress across different areas of learning.

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Curriculum and teaching Expected standard

The childminder places great importance on outdoor learning. She makes sure that children spend time outside every day. The childminder describes how fresh air and physical activity are essential for children's health and wellbeing. For instance, she plans visits to the local basketball park to offer children the freedom to run in an open space and learn to kick balls. The childminder helps children to understand more about the impact of exercise on their bodies, explaining how it will help them build strong muscles.

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Curriculum and teaching Expected standard

Adult-led activities are effective in supporting children's progress towards their next steps in learning. However, on occasion, when too many choices are offered, some children become less able to focus and do not always achieve the intended learning outcomes.

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Leadership and governance Expected standard

The childminder reflects regularly on her practice to ensure it continues to meet the needs of all children. She carefully evaluates the impact of activities and daily routines, making changes where necessary to support children's progress and wellbeing. The childminder uses feedback from parents and carers and observations of children's engagement to inform improvements. She actively seeks out training opportunities to strengthen her knowledge. This reflective approach enables her to adapt provision effectively. It also ensures that children benefit from a high-quality learning environment that evolves in line with their developmental needs.

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Leadership and governance Expected standard

The childminder seeks support and guidance from the local authority early years coordinators to continually develop her practice. She keeps up to date with developments in the early years by accessing training, including that which is offered by childminding support groups. The childminder is also an active member of the local childminder community, where she shares her knowledge and ideas with others. The childminder provides strong support for any assistants she works with, encouraging training and professional development. She also cares for their wellbeing, helping them to access the right support when needed. She regularly reflects on children's learning, plans their next steps in learning and focuses on high-quality interactions that help children to progress alongside any assistants she works with.

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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 are safe and well cared for with the childminder. As a result, they confidently explore the environment and independently seek out the childminder for comfort and reassurance. Children show that they feel secure and emotionally supported. The childminder creates a supportive and welcoming environment for all children and their families. The setting is filled with a wide range of engaging resources, keeping children busy, active and curious. The childminder knows each child well and provides sensitive and patient support that meets their individual needs. Children receive time to navigate the play space independently, building confidence and resilience. The childminder weaves positional language, colours, numbers, shapes and sizes into children's everyday play, ensuring that their learning is meaningful and embedded.

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

The childminder places a strong focus on developing children's communication and language. Through songs, rhymes and books, children learn new words, improve their listening and build attention skills. The childminder uses role-play toys, such as telephones, to spark lively conversations. She models speech and captures children's attention to extend their learning. The childminder encourages children to recall past experiences and link them to what they were doing. For example, as children read about birds in the sky, the childminder asks what else they might find in the sky that twinkles. These thoughtful interactions strengthen children's communication skills and build their confidence, ensuring children are actively involved and enjoying their learning.

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Next steps

The childminder should review adult-led activities to reduce the number of choices offered, so that children can maintain focus and are better supported to achieve the intended learning outcomes.

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About this inspection

The inspector spoke with the childminder, parents and carers and the assistant 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: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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