Childminder

Childminder

Unique reference number (URN): EY428780 Registered with Ofsted: 24/05/2011 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, particularly in communication and language. They use words to express preferences, name colours and respond to relevant questions. Older children talk about previous experiences and demonstrate their understanding of the world, recalling past learning, such as hatching butterflies.

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Achievement Expected standard

Children develop a growing range of knowledge and skills that support their next stage of learning. They show increasing confidence and independence, such as making choices about play and managing simple tasks for themselves, including collecting their coat and shoes.

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Achievement Expected standard

Younger children show emerging social and communication skills and engage positively when support is closely matched to their needs, for example joining short periods of play alongside others. Overall, children's progress is positive. However, the achievement of younger children is not consistently as sequenced and secure as that of older children.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a positive and calm environment and teaches children to understand and follow simple expectations and routines. Children behave well within the setting and respond positively to guidance from the childminder. Warm, secure relationships help children feel confident and supported throughout the day, contributing to the settled atmosphere.

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Behaviour, attitudes and establishing routines Expected standard

Children are encouraged to share, take turns and play alongside others. During group play, children are reminded that resources are available for everyone and are supported to wait patiently. When frustration arises, particularly with younger children, the childminder offers calm explanations that help them develop patience, empathy and consideration for others. This supports positive social development and attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Consistent routines help children feel secure and understand expectations. Visual timetables and predictable daily routines support children's emotional wellbeing and help them manage transitions. Children are encouraged to take responsibility during routines, such as helping to tidy resources into boxes or sitting together at snack time. This promotes their independence and positive attitudes. Attendance and punctuality are promoted effectively. The childminder monitors attendance closely, records reasons for absence and follows up promptly when children do not arrive as expected. Clear communication with families supports children's safety, wellbeing and continuity of care.

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Children's welfare and wellbeing Expected standard

Care practices meet children's individual needs and support their comfort and wellbeing. The childminder knows children well and provides calm care routines, which help them feel secure. During personal care, such as nappy changing, the childminder offers praise, reassurance and clear explanations, supporting children's emotional security and communication.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's health through daily routines and guidance. Appropriate hygiene practices are in place, including handwashing after nappy changing and before meals. The childminder encourages children to sit while eating to promote their safety, and parents are provided with guidance around healthy food choices. Rest and sleep routines reflect children's needs and routines from home, helping to support their wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder forms secure and responsive relationships with children, which support their emotional development. Children are encouraged to recognise and express feelings through discussion and visual prompts. These approaches help children to develop emotional awareness and self-regulation.

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Children's welfare and wellbeing Expected standard

Children benefit from practices and routines that support their safety and physical wellbeing, including close supervision during outdoor play and support with safe movement. However, the childminder does not make sure that children understand why certain practices are in place to fully support them to understand how to keep themselves healthy and safe as they grow.

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Curriculum and teaching Expected standard

The curriculum is play based and reflects children's interests, stages of development and prior experiences. There is an emphasis on the prime areas of learning and familiar routines support children's confidence and engagement. The childminder implements the curriculum effectively through responsive interactions and modelling.

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Curriculum and teaching Expected standard

Language is promoted throughout the day as children are encouraged to name colours, describe what they are doing and respond to questions. The childminder supports children by joining in with their play, narrating what is happening. She successfully adapts activities to capture their attention. Children's mathematical understanding is introduced through everyday play. For example, they use counting bears to explore number and colour and use weighing scales to compare heavy and light. The childminder encourages children to count objects as they are added, supporting number skills. She uses sensory resources and outdoor play effectively to support children's curiosity and physical development.

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Curriculum and teaching Expected standard

The childminder uses assessment to identify what older children know and can do and plans learning that builds on this. For younger children, teaching is often responsive to their immediate interests and emerging skills. While this supports engagement and development, planning for younger children is not always as precisely targeted as it is for older children. As a result, opportunities to consistently build on what younger children already know are not always maximised.

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Inclusion Expected standard

Inclusive practice is evident within the setting, and children's individual needs are identified through close partnership working with families. The childminder gathers information from parents when children start and uses this to understand their routines, interests and any emerging needs. This supports children to settle and feel included.

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Inclusion Expected standard

The childminder demonstrates an awareness of potential barriers to learning and wellbeing and seeks advice and guidance when required. For children with emerging needs, the childminder works with the local authority special educational needs coordinator and maintains communication with families. Strategies to support self-regulation, such as visual prompts and discussions about feelings, help children to manage emotions and take part in daily routines.

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Inclusion Expected standard

The childminder makes adaptations within the setting, including flexible routines, reassurance during transitions and responsive interaction to help children engage alongside others. These adjustments support children to feel secure and enable them to access play and learning opportunities.

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Inclusion Expected standard

The childminder shares information to support children's transitions, including passing on relevant details to other providers. Children's needs are identified and supported appropriately. The childminder reviews practice and completes relevant training to help her to make improvements.

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Leadership and governance Expected standard

The childminder demonstrates a secure understanding of her role and makes decisions in the best interests of children. She uses reflective tools to evaluate practice and identify strengths within the provision.

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Leadership and governance Expected standard

The childminder has made thoughtful changes to improve the environment, such as reorganising the playroom. This has increased children's engagement with a wider range of resources and renewed interest in materials that were previously less accessible. The childminder accesses support and guidance from the local authority adviser appropriately to inform practice.

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Leadership and governance Expected standard

Professional development is undertaken regularly, including training in communication and language, and inclusion. This strengthens the childminder's knowledge and informs her practice. She also maintains links with other childminders to share ideas and discuss policy updates.

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Leadership and governance Expected standard

Partnerships with families are positive and support children's wellbeing and continuity of care. Information is shared appropriately, and transition information is passed on to other settings to support children as they move 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 experience a calm and welcoming environment where they feel safe, cared for and valued. They are relaxed within the setting and engage confidently in play and daily routines. Secure and responsive relationships with the childminder support children's emotional wellbeing and help them feel settled throughout the day. All children develop a strong sense of belonging through clear routines and practice that is adapted to reflect their individual needs. Visual timetables and daily discussions help children understand what will happen next, such as choosing the weather symbol or talking through the day's activities. These routines help children feel secure and support smooth transitions. Children are encouraged to take an active role by making choices, helping to tidy away resources and preparing themselves for outdoor play. These experiences support children's growing independence, confidence and responsibility.

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

Children enjoy learning through play-based experiences that reflect their interests and build on prior learning. Storytelling is interactive and engaging, supported by props and discussion. Children confidently recall key details, such as a character having 'fiery eyes', showing familiarity and enjoyment. Sensory play, including scented play dough and ice and water exploration, encourages curiosity and sustained interest. Small-world resources, such as vehicles, garages and animals, support imaginative play and help children play alongside others.

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

Children behave well and are supported to share and take turns. Calm guidance helps children understand age-related differences, particularly when playing with younger friends. This supports the development of empathy and positive relationships.

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

Children benefit from regular outdoor play and fresh air, both in the garden and through outings to local places, such as parks and the library. These experiences support children's physical development, confidence and wellbeing. Care routines, including meals, rest and personal care, are managed sensitively and reflect children's individual needs, helping children feel comfortable and secure.

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Next steps

The childminder should enhance the support for children to understand how practices promote their safety, hygiene and behaviour to help them develop habits that keep them safe and healthy. The childminder should plan learning more intentionally for younger children.

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About this inspection

The inspector spoke with the childminder and the 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 : 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

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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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