Childminder

Childminder

Unique reference number (URN): EY221389 Registered with Ofsted: 09/12/2002 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 thrive in the warm, nurturing environment the childminder has created. They engage in activities tailored to their individual interests and developmental needs. Positive praise, such as recognition for tasting new food or kind actions with friends, supports children in building self-esteem.

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Achievement Expected standard

Children develop communication and language skills from an early age. Young children use gestures and single words to express themselves and eagerly attempt to repeat new words and simple sentences as their confidence grows.

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Achievement Expected standard

Young children demonstrate curiosity and sustain focus for small amounts of time on activities of interest. They make steady progress as they take part in activities that build on their prior knowledge and help them develop essential skills that prepare them for future learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a warm, nurturing environment, where children are cared for and treated with respect. She sets clear, age-appropriate expectations for behaviour and stays close to offer gentle guidance, helping children to learn to share and interact kindly with one another. Her calm, consistent approach and positive role modelling, such as using please and thank you, promotes mutual respect and helps children to develop a strong sense of belonging.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands that some children are still developing their ability to manage their emotions and she provides clear, supportive strategies to help them. She offers comfort and helps children understand boundaries in a calm and consistent way. She also works closely with parents to ensure a shared and coordinated approach to supporting children's emotional development.

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Behaviour, attitudes and establishing routines Expected standard

Young children play happily alongside one another, sharing sand tray resources, exploring play dough and enjoying imaginative play with dinosaurs. They follow each other around the garden, showing clear enjoyment in each other's company. The childminder structures the day so children know what to expect and feel well prepared. She keeps accurate attendance records and follows robust procedures for managing absences, always ensuring children's safety and wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder creates a welcoming and secure environment, where children feel confident to explore and express their emotions. She supports them by recognising when they are sad or upset and offering gentle reassurance. Understanding that each child may follow different routines at home, the childminder adapts her practice to reflect these individual needs. By following familiar routines and planning the day around each child's requirements, she helps them settle, relax and regulate their behaviour. This approach also strengthens children's relationships with the childminder and with their peers.

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Children's welfare and wellbeing Expected standard

The childminder understands the value of children enjoying the food they eat and offers a wide range of healthy snacks and meals. She follows all safety procedures and supervises children closely during meals and snacks. She is attentive to individual dietary needs, ensuring requirements are consistently met. Strong communication with parents helps maintain a shared approach to promoting healthy lifestyles. The childminder offers clear guidance on providing nutritious meals and snacks and encourages children to feed themselves, supporting the development of their independence.

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Curriculum and teaching Expected standard

The childminder designs a thoughtful curriculum that is tailored to each child's individual needs, recognising that every child's learning journey is unique. She has a clear understanding of each child's progress and uses this knowledge during everyday interactions. She confidently explains how she supports children's development and works closely with parents to build on what children already know. Diversity and inclusion are important to the childminder's practice. She provides children with books and resources that reflect a wide range of cultures. The environment is carefully planned to spark curiosity and engage children's interests.

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Curriculum and teaching Expected standard

Children benefit from regular opportunities to develop their communication and language skills. Daily singing and stories help strengthen their vocabulary and confidence. The childminder models language effectively. She introduces new words, and comments on children's play to support their learning. The childminder does not consistently allow children sufficient time to process questions or instructions, think about their responses and reply, to help them to fully understand what is being asked.

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Curriculum and teaching Expected standard

Early mathematical development is well supported. The childminder counts with children during routines and names shapes, colours and sizes as they explore activities and use resources, like play dough and cutters. Children's physical development is a strong focus. Regular outings and frequent use of the garden provide children with opportunities for active play.

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Inclusion Expected standard

The childminder recognises that every child is unique, with individual needs and abilities. She invests time in getting to know each child and implements clear strategies to ensure that all children can thrive. For those developing their communication skills, she celebrates achievements to build confidence and self-esteem.

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Inclusion Expected standard

Children enjoy a wide variety of engaging and stimulating experiences beyond the home that enrich their learning. They regularly socialise with other children at local play groups, visit farms and soft play and attend celebrations in the community. This gives them valuable opportunities to form friendships and develop social skills. The childminder uses ongoing assessments effectively to monitor progress, including for children with special educational needs and/or disabilities.

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Inclusion Expected standard

Where additional support is required, the childminder can clearly explain how she would follow individual plans and work collaboratively with parents, carers, and other professionals. The childminder understands the importance of early intervention and works closely with families and agencies to identify and address needs promptly. She knows how to use additional funding, such as the early years pupil premium, to enhance children's care, learning and development.

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Leadership and governance Expected standard

The childminder has extensive early years experience and is committed to ongoing professional development. She keeps her knowledge up to date in areas, such as early years practice and safeguarding. She is reflective, regularly reviewing her work and identifying areas to strengthen, including developing the use of signing with children. She recognises the value of setting aside dedicated time for further training and research so she can continue to enhance outcomes for children.

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Leadership and governance Expected standard

Parents appreciate the childminder's practice and respond positively to the information she shares about their children's development and wellbeing. The childminder assesses each child's learning regularly and keeps parents informed about what their children have enjoyed and achieved. This consistent exchange supports continuity in children's care and education. The childminder also assists parents in multiple ways to make sure they can access the childcare they need.

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Leadership and governance Expected standard

The childminder works effectively with the local authority early years team and has a strong understanding of the local community's needs. She collaborates confidently with parents, carers and other professionals to support children's learning and wellbeing from the start. She maintains good communication with early years advisers to ensure she has the guidance and support required for her role.

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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 arrive happy and eager to explore and learn. They play with a range of resources and activities, with support and meaningful interactions from the childminder. The childminder provides a well-planned and stimulating curriculum that develops children's enthusiasm for learning. She takes full account of children's individual interests and starting points and ensures these are reflected in activities. Children enjoy exploring various dinosaurs with real edible leaves. They feel the different textures and observe the shape, colour and size. The childminder encourages children to become confident and independent. For example, she provides them with opportunities to drink from open cups,

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Inspector:

Katie Smith spread butter on their crackers and make choices in their play. Children show joy as they interact with the childminder and their peers.

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Inspector:

The childminder provides comfort and reassurance to children when needed. The childminder uses clear, age-appropriate language to support children's understanding. Children respond positively and often demonstrate that they have understood what is being taught. For example, the childminder explains why they must go slowly when climbing the slide.

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Inspector:

Children develop a love of books and rhymes. The childminder uses a range of books at home as well a regular visits to the library. Children are encouraged to share and take turns. The childminder plans activities that encourage children to play together. These experiences have a positive impact on children's personal, social and emotional development, enabling them to build secure friendships.

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Inspector:

The childminder establishes effective two-way communication with parents and carers, ensuring they are well informed about their child's progress. She shares her policies and procedures, including those that promote regular attendance, and explains the importance of these measures to promote children's wellbeing and safety.

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Next steps

The childminder should allow children sufficient time to process questions or instructions, think about their responses and reply. This helps them to fully understand what is being asked.

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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 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,Tuesday,Wednesday : 07:30 - 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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