Childminder

Childminder

Unique reference number (URN): 302735 Registered with Ofsted: 06/08/1997 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 make progress across all areas of learning and secure foundational knowledge for future success. This is evident in early numeracy as children count claps during song time and develop a wider vocabulary through interactions with the childminder. For example, children who previously relied on gestures now use specific words to express their needs and ideas.

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Achievement Expected standard

Achievement is inclusive for all, particularly in their social development. Children who initially found it difficult to engage with others now successfully take turns and participate in shared play. By reaching these milestones, children demonstrate growing confidence in their social interactions.

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Achievement Expected standard

All children are well prepared for school. They develop essential independence skills, such as identifying their own water bottles at snack time and helping to tidy away resources. Children also build the concentration needed to listen during group activities and follow instructions. This progress ensures children gain the skills needed for their future education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a culture of kindness and respect where children view her as a secure base, seeking her out for comfort to ensure they feel safe. Clear routines help children understand expectations. For example, a playful 'rub a dub' rhyme makes handwashing enjoyable, helping children remember hygiene actions and take an active role in self-care. Manners and patience are modelled, such as the use of 'please' and 'thank you' during mealtimes.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate a positive attitude towards learning, which the childminder reinforces by working with parents to promote good attendance and punctuality. She implements a first day calling procedure to ensure children's safety and to highlight how regular attendance supports continuous progress.

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Behaviour, attitudes and establishing routines Expected standard

Children are beginning to manage their feelings and understand how their actions affect others. For instance, older children show empathy by offering comfort and gentle touches to younger children who are upset. The childminder uses a sensitive approach to support children's emotional wellbeing, providing reassurance that allows them to build the resilience needed to return to play quickly.

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Behaviour, attitudes and establishing routines Expected standard

The childminder's approach to behaviour is inclusive, using verbal reminders to prepare children for changes. However, she does not consistently help children to resolve minor disagreements themselves. By providing immediate solutions, the childminder limits opportunities for children to learn how to compromise and negotiate during their play.

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Children's welfare and wellbeing Expected standard

The childminder prioritises children's safety, maintaining a thorough understanding of how to protect children through clear procedures and visual risk assessments. A proactive approach ensures the home and garden remain secure. During adventurous activities, the childminder implements high safety standards, such as allowing only a few children at the water's edge during pond outings. Through this focused supervision, children develop an early understanding of water safety.

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Children's welfare and wellbeing Expected standard

The childminder focuses on children's emotional wellbeing, creating a warm atmosphere where children form close bonds. She models emotional language to help children understand why they may feel a certain way, such as by identifying and validating feelings during play. Children learn to make healthy choices through nutritious meals and daily outdoor exercise. The childminder promotes oral health using engaging activities. For example, children use play dough on a toy crocodile's teeth to practise brushing techniques. Children learn the importance of dental hygiene, such as understanding that teeth must be cleaned to stay healthy.

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Children's welfare and wellbeing Expected standard

Every child receives care tailored to their individual needs. The childminder adapts daily routines to meet specific physical and emotional requirements, working in close partnership with parents to ensure that routines, such as nap times or dietary needs, match those at home. This inclusive approach ensures that every child feels safe, settled and ready to learn.

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Curriculum and teaching Expected standard

The childminder has designed an ambitious curriculum that builds on what children already know and what they need to learn next. She uses assessments to tailor activities to each child's developmental stage. For instance, she adapted a planned seasonal activity when she identified that children were more interested in the physical process of rolling and cutting play dough than the specific task of making a Christmas tree. Teaching remained focused on children's current interests, using her observations effectively to bridge identified gaps in their learning.

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Curriculum and teaching Expected standard

Communication and language are developed through modelling new vocabulary such as 'squish' and 'stretch'. Mathematical concepts, including counting and recognising colours, are woven into daily routines. For example, during snack times, the childminder encourages children to identify the colour of their plates to reinforce learning. Children's physical development is prioritised where they practise throwing and kicking balls outside. Their personal, social and emotional development is nurtured as they learn to share resources and interact positively with peers. The childminder ensures the curriculum is inclusive by adapting her teaching to meet the needs of all children. This is particularly evident during transitions, where children are encouraged to tackle physical challenges, such as navigating steps, at their own pace. This tailored approach successfully builds children's confidence and fosters their growing independence.

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Curriculum and teaching Expected standard

However, during some conversations, the childminder does not consistently allow enough time for children to think and respond. By providing answers too quickly, she occasionally misses opportunities to fully support children's independent thinking and problem-solving skills.

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Inclusion Expected standard

The childminder uses a visual tracking system to identify children's starting points and monitor their ongoing progress. This enables her to pinpoint and address gaps in development, such as communication or physical skills, through prompt intervention. Although no children currently receive early years pupil premium funding, the childminder understands how to access this support to reduce barriers for disadvantaged children.

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Inclusion Expected standard

The childminder is able to act as a bridge between families and specialist services. She knows how to seek advice through professional networks and local family hubs to tailor support for children with special educational needs and/or disabilities. For example, the childminder adapts the environment for children with sensory preferences, such as sensitivities to certain textures. By modelling exploration at a steady pace, she supports children to move from hesitating to engage and fully participate with confidence.

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Inclusion Expected standard

The childminder knows how to fully support children known to social care by having a professional understanding of each child and their families' individual circumstances to provide stability and support. The childminder understands the importance of working with other professionals, such as teachers, to support children's progress and prepare them for future transitions.

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Leadership and governance Expected standard

The childminder and her co-childminder prioritise and maintain a positive environment through mutual support and regular check ins. This collaborative approach ensures a consistent experience for all children. Parents are positive about the provision. They describe the setting as a 'home away from home' and praise the childminder for being flexible and supportive during their children's transitions. Children express their happiness and take pride in talking about the toys and activities they enjoy.

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Leadership and governance Expected standard

The childminder is committed to professional development and stays updated on good practice by engaging with local networks. Regular training is attended, such as on recent safeguarding updates, to ensure the childminder's knowledge of frameworks and safety requirements remains current. By consistently reflecting on practice, the childminder identifies areas for growth, ensuring the setting continues to meet the evolving needs of the children and their families.

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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 thrive in the care of the childminder and her co-childminder, who create a nurturing and safe environment where children settle quickly and feel secure. The childminder puts children at the heart of her practice by using her deep knowledge of children's lives outside the setting to build their confidence. For example, the childminder incorporates familiar

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Inspector:

Josie Cumiskey activities and objects from children's home routines into their play, ensuring children feel valued and understood. This helps children feel that the setting is an extension of their family life. Children make progress from their starting points. Those who previously hesitated to engage in activities now confidently take part in play.

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Inspector:

Children develop a sense of responsibility and respect for their environment. The childminder carefully models how to handle resources such as books with care. Children develop a love for stories. They are increasingly independent. For example, children identify their own personal belongings, such as coats, and successfully manage to remove their own footwear after outdoor play. The childminder works closely with families to promote the importance of attendance. This ensures children benefit from consistent routines that support their learning and development.

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Inspector:

The childminder provides a curriculum rich in community experiences that builds children's understanding of the world around them. She uses outings, such as library visits and playgroups, to broaden children's social circles and support them to play and learn alongside a wider range of peers. During these sessions, children learn to interact with others who may communicate in different ways. This successfully helps children understand that everyone interacts differently, creating a natural respect for others. These varied experiences ensure children are consistently motivated to learn and develop the social confidence they need for their next steps, such as starting school.

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Next steps

The childminder should refine her approach to ensure children have the necessary time to think independently and problem-solve at their own pace. The childminder should continue to teach children strategies that will help them to resolve small conflicts that arise during play to support them to independently manage disagreements themselves.

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About this inspection

The inspector spoke with the childminder and co-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 : 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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