Childminder

Childminder

Unique reference number (URN): EY441447 Registered with Ofsted: 02/02/2012 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

Children make steady progress from their starting points in development. They develop their ability to use new words and communicate their thoughts. Even quieter children begin to express choices and take part in simple conversations as their confidence grows.

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Achievement Expected standard

Children develop persistence and concentration. They keep trying even when stickers are difficult to remove and are proud when they manage tasks on their own. When play becomes more tricky, such as when train tracks do not connect, they persevere and try again. This helps them to become resilient learners.

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Achievement Expected standard

Children with special educational needs and/or disabilities also make progress because support is adapted so they can take part alongside their peers. As a result, all children gain the early skills and confidence they need for their next stage, including starting school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and welcoming environment where children feel secure and understand what is expected of them. She knows children well and uses information from parents and carers, such as routines, comfort items and interests, to help new children settle quickly. This approach supports children's attachments and allows them to engage confidently in activities from their first days.

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Behaviour, attitudes and establishing routines Expected standard

Children receive guidance to learn how to get along and manage their own behaviour. For example, she explains why children need to wear boots on the wet grass and patiently supports them to follow instructions. The childminder praises positive actions, such as sharing and turn-taking. For children who struggle with self-control, she uses visual cues that help them to recognise their emotions and choose calming strategies. The childminder adjusts expectations to match children's stage of development and their emotional state. When children become upset or resistant, she responds sensitively with reassurance and simple guidance, enabling them to regulate their emotions and try again.

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Behaviour, attitudes and establishing routines Expected standard

The childminder communicates regularly with parents about children's behaviour and routines to maintain continuity between home and the setting. She understands the importance of punctuality and encourages children to attend regularly. By combining clear expectations, responsive support and predictable routines, she helps children to develop confidence, self-control and positive attitudes to learning.

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Children's welfare and wellbeing Expected standard

The childminder helps children to stay healthy, safe and confident in the setting. She reminds children to cover their mouths when they cough and teaches them to wash their hands carefully, helping them learn healthy habits. Children approach the sink independently and count to 20 unprompted, showing that hygiene routines are familiar and well established. They also practise self-care skills, including putting on and taking off boots by themselves, which supports their growing independence.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's understanding of healthy choices through activities, such as sorting pictures of foods into 'good' and 'bad' for teeth. Children enjoy these games and begin to make connections between what they eat and how it affects their bodies.

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Children's welfare and wellbeing Expected standard

The childminder builds secure and responsive relationships with children, including those who are new to the setting. New children settle quickly, gaining comfort from familiar routines and the childminder's attention. The childminder notices when children need reassurance, such as providing a comforter during transitions, which meets their emotional needs and helps them to feel safe. She names how children are feeling so that they learn how to identify and manage their emotions.

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Curriculum and teaching Expected standard

The childminder knows children well and has a clear understanding of what she wants them to learn next. She uses what she observes in daily routines and children's play to plan activities that extend what they already know. The childminder's curriculum is broad and covers all areas of learning, with experiences introduced in small and manageable steps that match children's stage of development.

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Curriculum and teaching Expected standard

The childminder weaves children's language development skilfully throughout the day. She makes story times lively by using gestures, expression and simple questions. The childminder links new vocabulary to what children can see and handle. For example, when reading a story about dinosaurs, she encourages the children to find 'big' or 'small' ones in the environment, helping them connect new words to real objects and develop their mathematical understanding. The childminder also supports children's communication by offering choices and encouraging children to express their preferences. She praises children's attempts so they grow in confidence when using their voices.

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Curriculum and teaching Expected standard

The childminder builds children's balance, coordination and physical confidence through everyday play. Children jump and stomp like dinosaurs and practise balancing on stepping stones. The childminder models movements clearly, such as showing children how to hold out their hands to catch a ball. This helps them to become more capable and assured in their movements.

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Inclusion Expected standard

The childminder responds to children's individual needs and creates a setting where all children can access and enjoy activities. She knows children well and notices when extra support or guidance may be needed. The childminder makes referrals and works with other professionals, seeking advice when necessary and putting recommended approaches into practice. For example, she uses early emotional-support tools to help children to manage their feelings and engage more fully in activities. She understands how to use additional funding to support all children.

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Inclusion Expected standard

The childminder makes simple changes to help children access learning. She gently introduces new resources when children focus on the same one repeatedly, helping them to explore different ideas and broaden their experiences. She sets up turn-taking activities when they are reluctant to share. The childminder shares these approaches with parents and carers so that children receive consistent support at home and in the setting. This helps children to develop confidence, build social skills and take part in daily activities alongside their peers.

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Inclusion Expected standard

The childminder keeps her knowledge up to date through training, including courses on positive interactions. This helps her to respond effectively to children's emerging social, emotional or behavioural needs and ensures all children progress in their learning.

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Leadership and governance Expected standard

Partnership with parents and carers is effective. The childminder keeps in touch throughout the day, sharing updates and photos of what their children are learning. This reassures parents and gives them insight into their child's development, providing opportunities to continue learning and build on experiences at home.

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Leadership and governance Expected standard

The childminder has a good understanding of what is working well in her setting. She is committed to developing her practice so that children benefit from thoughtful and informed care. She keeps her skills up to date through training on topics such as positive interactions, oral health and safeguarding. This helps her respond effectively to children's social, emotional and behavioural needs and provide appropriate support.

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Leadership and governance Expected standard

The childminder works well with other early years settings that children also attend. She uses what children learn elsewhere to support their learning in her setting. However, while this collaboration is effective, she does not routinely pass on information to schools when children move on, including for those children with special educational needs and/or disabilities. As a result, key details about children's needs and progress are not passed on.

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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 enjoy their time with this nurturing and experienced childminder. They take part in creative activities, such as decorating Christmas trees with stickers, allowing them to build dexterity and express their ideas. The childminder plans imaginative play in the home corner, such as pretend cooking, to encourage cooperation and role play. This helps children to learn to take turns, share and develop social skills. Children also make choices about what they do, which builds their independence and confidence in managing their own learning.

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

The childminder uses everyday experiences to support children's understanding of the world. During an outdoor walk, she talks with children about the sun and puddles, explaining

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Inspector:

Jenny Selvakumaran why puddles dry and encouraging them to notice changes in their environment. These conversations build children's curiosity, observation skills and early scientific understanding while supporting language as children describe what they see. Children also investigate nature, such as observing worms and repeating words like 'wiggling'. The childminder takes children on regular outings to parks and local attractions, which parents and carers value, as these trips broaden children's experiences and learning beyond the setting.

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Inspector:

The childminder knows children well and notices when extra support is needed. She adapts activities so all children can take part, including those with special educational needs and/or disabilities. The childminder uses visual prompts and gentle guidance to support children. Children benefit from her understanding of their individual needs, which helps them to engage fully and feel included.

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Inspector:

Children feel safe and supported. The childminder provides comfort when needed, helping new children to settle quickly and form attachments. They interact positively with her and their peers, developing social skills, independence and enjoyment of learning. Children leave activities ready to take on new challenges and show growing confidence in expressing themselves and exploring the world around them.

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Next steps

The childminder should establish ways to work in partnership with other early years settings and schools when children move on so that important information about children's needs and progress is shared.

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About this inspection

The inspector spoke with the childminder, parents and carers 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 setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 17:00

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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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