Childminder

Childminder

Unique reference number (URN): 108223 Registered with Ofsted: 20/07/1999 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

Children consistently demonstrate positive attitudes and a secure understanding of routines and expectations. They respond calmly and respectfully to the childminder's guidance. For example, during sociable mealtimes when children become slightly excitable, the childminder offers gentle reminders about staying safe without interrupting their lively discussions, and children respond well. The childminder creates a calm, welcoming environment where all children feel respected, listened to and valued.

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Behaviour, attitudes and establishing routines Strong standard

Children enjoy talking about their home lives, including sharing stories about their pets and extra-curricula activities. These conversations are welcomed and valued, which helps children feel a strong sense of belonging. Children listen to the views and ideas of their friends. They confidently discuss their drawings and take pride in their work, which compliments their early literacy skills at school. Children practise cutting and listen carefully to the childminder's reminders about using scissors safely. This supports their understanding of personal safety. The childminder offers frequent praise and encouragement, which supports children to persevere and follow instructions.

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Behaviour, attitudes and establishing routines Strong standard

Children show high levels of maturity and empathy. They listen attentively to one another and confidently share their own ideas and views. For example, as they draw animals and insects of interest, they explore different scenarios, such as what might make insects feel happy or sad. Through these active and shared discussions, children develop a deeper understanding of feelings and emotions. The childminder shares policies and procedures clearly with parents, so they understand expectations around children's attendance, and she monitors attendance to identify and follow up any concerns.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm and inclusive environment where children feel secure, respected and confident. She responds sensitively to children's emotional needs and provides consistent comfort and reassurance, which helps children to feel emotionally supported. Children develop strong, trusting relationships with the childminder. They look at photo journals and enjoy sharing and revisiting their experiences. This supports children's emotional wellbeing. After school, children are offered freshly prepared, nutritious meals, which help them to relax and feel settled after a busy day.

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Children's welfare and wellbeing Expected standard

The childminder understands that children respond differently to routines and makes thoughtful adaptations to support individual needs. She carefully organises her after-school care to include calm activities, such as reading, drawing and quiet games, which allows children time to rest and unwind. This promotes positive behaviour and respectful relationships within the setting.

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Children's welfare and wellbeing Expected standard

The childminder recognises the importance of physical activity and fresh air in supporting children's health and wellbeing. She ensures that children benefit from regular opportunities to be outdoors, including frequent visits to local parks. During these outings, children are encouraged to take age-appropriate risks, such as climbing, balancing and exploring their environment. This helps to build children's confidence and gives them opportunities to practise new skills.

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Inclusion Expected standard

The childminder promotes a welcoming and inclusive ethos in her setting, where children and their families are respected and valued. She invests time in getting to know each child as an individual, so she can respond effectively to their needs. Before children start, she gathers information about their interests, routines and experiences at home, which helps children settle quickly into the setting. Positive, trusting relationships with parents support children's emotional wellbeing and enable the childminder to meet their individual needs effectively.

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Inclusion Expected standard

The childminder works closely with parents and relevant professionals, such as at schools where appropriate, to maintain a consistent approach to children's care and development. This effective partnership working ensures that children's individual needs are well understood and supported.

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Inclusion Expected standard

The childminder is quick to recognise when children may need additional support and responds thoughtfully to reduce any potential barriers. She uses varied communication strategies, for example, to ensure that all children, including those with special educational needs and/or disabilities, are able to participate meaningfully. She demonstrates a clear understanding of how to use funding to support the individual needs of children in her care.

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Leadership and governance Expected standard

The childminder manages her setting effectively and ensures that it runs smoothly. She actively seeks feedback and ideas from parents and children and uses these thoughtfully to shape and enhance the experiences she offers. She builds positive, supportive relationships with families and works in partnership with other professionals where appropriate to ensure that each child receives the best start in life. This includes working closely with parents and relevant agencies when needed to support children with special educational needs and/or disabilities. The childminder identifies children's individual needs promptly and adapts activities and routines to ensure that all children are fully included and supported. This collaborative approach helps secure effective outcomes for all children.

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Leadership and governance Expected standard

The childminder brings a broad range of experience in working with children and remains well informed about the current requirements of the early years foundation stage. She is reflective in her approach and regularly reviews her professional development to identify areas of improvement. The childminder plans to build on her knowledge to help broaden the range of experiences she offers, with the aim to inspire children's curiosity further and extend their creative and problem-solving skills. However, these plans have not yet been put into practice.

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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

The childminder provides a warm, welcoming home-from-home environment. Children arrive with enthusiasm and confidently manage their belongings, independently removing and putting away their coats and shoes. They engage positively with the childminder and interact well with their friends. For example, they talk about their school day and their experiences at home with their families over the weekend.

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

Children move freely around the setting. They explore activities that capture their interest and show through their behaviour that they feel safe, secure and valued. When needed, the childminder adapts activities to meet the needs of children, such as breaking tasks into smaller steps, or providing alternative resources, to ensure that all children can take part and achieve.

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

The childminder regularly takes children out into the local community. Children enjoy visits to the fields to feed her sheep and horses, which helps develop empathy and an understanding of how to care for living things. They also enjoy walks to the river, where they observe boats moving through the locks and deepen their understanding of the world around them. During these outings, the childminder supports children to learn how to stay safe, including developing an awareness of potential risks when near water.

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Next steps

The childminder should implement her professional development plans to widen children's experiences and further inspire their curiosity, creativity and problem-solving skills.

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About this inspection

The inspector spoke with the childminder, the children and the parents 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 : 15:00 - 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

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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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