Childminder

Childminder

Unique reference number (URN): 504318 Registered with Ofsted: 14/01/2000 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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Inclusion Strong standard

The childminder carries out thorough observations and assessments from the outset to ensure children's needs are identified quickly and accurately. She uses a range of strategies to support language development, helping children catch up effectively. For example, she follows children's interests and reads books related to those interests to capture attention and extend vocabulary. The childminder models correct language by repeating words and pronouncing them accurately, enabling children to learn the correct terms. She works closely with professionals, such as speech therapists, to gather advice and implement tailored support for children's language development.

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Inclusion Strong standard

The childminder works effectively with other agencies to ensure children's wellbeing is monitored, and that support is provided when needed. She builds secure partnerships with parents and carers to embed strategies that help children make progress in their learning. For example, she shares ideas for supporting children at home, such as reading books together and spending time talking to them to promote language development. The childminder completes comprehensive training to add depth to her knowledge and skills. For instance, training has enhanced her support for younger children's language and mathematical skill development. She uses local authority funding effectively, investing in resources that enhance the curriculum and improve individual children's learning experiences. This targeted and monitored approach ensures that younger children receive secure opportunities to develop essential skills. The childminder reduces barriers to

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Inclusion Strong standard

children's learning by working with parents.

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Achievement Expected standard

Children are well prepared for the next stage of their learning. Younger children notice a cat in the garden and excitedly comment on how fast it moves, pointing and expressing joy as they watch its movements. They also observe and point to aeroplanes flying overhead while playing outdoors. These experiences spark conversations, promoting language development and curiosity about the world around them. Children develop their motor skills well. For example, they use programmable toys and practise holding a pen to make marks. This helps the development of early literacy and prepares children for future learning. Children make sustained progress in developing their communication skills. For example, during small ball games, younger children confidently name the colours of the balls and count them. They express their preferences, such as saying what snacks they want, and follow instructions with ease. The childminder is aware to reduce any barriers to learning

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Achievement Expected standard

such as building on children's language skills.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well for their age and stage of development. They listen attentively and respond positively to the childminder's instructions. Children share, take turns, and help tidy away resources after play. The childminder is a positive role model, teaching children manners and how to behave kindly towards others. She works closely with parents and carers to reinforce the importance of attendance and punctuality. This helps children make the most of their time with the childminder. Her proactive approach from the moment children arrive encourages and motivates them to learn. Throughout her interactions, the childminder consistently praises and encourages children, supporting their confidence and independence. She allows children time to complete tasks, such as putting on their outdoor play clothes and shoes. This supports perseverance and self-care skills. The childminder offers children various outings to broaden their experiences. For example, children visit a

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Behaviour, attitudes and establishing routines Expected standard

local playgroup where they meet other children from various backgrounds, helping to develop their social skills and awareness of others. Children understand hygiene routines, which supports the development of essential self-care skills needed for later life.

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Children's welfare and wellbeing Expected standard

Children enjoy daily access to outdoor play and move freely around the space. Children learn to navigate the steps leading into the garden, which helps them develop physical confidence and an understanding of safety. This helps to promote independence and support their physical development well. The childminder offers children healthy foods. Children make positive choices and select what they want to eat. They sit together and engage in conversations about the fruits they are eating, helping to develop social skills and an understanding of healthy lifestyles. The childminder liaises closely with parents and carers to ensure dietary needs are met. She uses daily routines effectively to support children's individual learning. For example, when younger children are sleeping, the childminder offers older children one-to-one attention and completes activities that help prepare them for their transition to school. Children learn about personal safety through daily

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Children's welfare and wellbeing Expected standard

routines. For example, when preparing to go outside, they wait patiently for the childminder to finish helping their friends to put on their shoes. They listen carefully to her explanation about why they cannot go outside unsupervised, which helps them understand the importance of staying safe. Children share and take turns and have secure relationships with each other and the childminder.

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Curriculum and teaching Expected standard

The childminder demonstrates a deep understanding of curriculum design and delivery. For example, she has recently redesigned both indoor and outdoor environments following a careful evaluation of areas for improvement. These changes ensure that learning spaces are stimulating and meet children's developmental needs effectively. The childminder provides consistently high-quality teaching, which is embedded in her daily interactions with children. Her consistent approach encourages children to participate fully in the wide range of learning opportunities available. As a result, children develop high levels of confidence, speaking well and asking for what they need. The childminder maintains high expectations for all children, supporting them to achieve their best. The curriculum is well designed to support children's learning.

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Curriculum and teaching Expected standard

Outdoors, children show curiosity and awe when discovering ice, and the childminder uses this spontaneous moment to extend their vocabulary. Children use their imagination and develop motor skills as they experiment in the outdoor play kitchen. They pour and weigh coloured sand and explore the textures of cones and other natural resources, supporting creativity and mathematical understanding. Younger children develop confidence and perseverance as they climb the small slide and ride bicycles. This helps support children's personal, emotional, and physical development, supporting them to build strength and coordination. The childminder plans well and links mathematical learning into the curriculum. However, older children are not consistently challenged to extend their mathematical learning when opportunities arise. As a result, they do not always make the maximum progress possible for their age and stage of development. Although children have some

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Curriculum and teaching Expected standard

opportunities to be creative with natural resources, these experiences are less frequent, particularly for younger children. This limits their ability to fully explore and extend their creativity,

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Leadership and governance Expected standard

The childminder demonstrates clear understanding of her strengths and areas for improvement. She has carefully assessed the learning environment and enhanced the outdoor space, adding a large play kitchen to support learning across all areas. The childminder plans to add a covered area outdoors to enhance children's learning in all weathers. This demonstrates her careful consideration of supporting children's access to outdoor learning all year round. Indoors, she has evaluated how best to enable children to access resources independently, promoting choice. She has also applied knowledge gained from a comprehensive training programme focused on younger children to improve her practice and better support their development. Partnerships with parents and carers are secure. Parents comment that the childminder provides a warm, homely environment where they feel comfortable to communicate openly and trust her advice and support. For example,

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Leadership and governance Expected standard

the childminder shares important information about children's progress and works closely with parents to plan strategies that meet individual needs and help children catch up. She encourages parents to read with their children at home and spend time talking to them, which supports ongoing learning and language development. The childminder is aware to reduce any barriers to learning.

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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 start their day. They are well cared for, safe, and greeted warmly by the childminder, who builds nurturing relationships with them. Children play well together, sharing and taking turns, which helps them develop solid social skills. They communicate well throughout the day and enjoy learning through play. For instance, children chat together as they skilfully aim small balls into cups on the floor. Children make secure progress from their starting points and quickly develop the skills they need to support their move on to school.

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

Children are well supported to communicate their ideas and thoughts, with a sharp focus on language development. The childminder provides a language-rich environment and

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Inspector:

Caroline Preston continually comments on what children are doing or showing interest in. Children confidently select books and the childminder actively engages them in stories. For example, when children show an interest in vehicles, she reads related stories to motivate and extend their learning. Children thrive and develop a sense of belonging. They begin to understand emotions and show empathy. For example, children offer to share toys when their friends want to play. Children are familiar with daily routines and thrive on responsibility, such as helping to wipe tables before meals. These experiences help support their independence and social development effectively. The childminder works with parents so that they understand the importance of attendance and punctuality. The childminder ensures that children who have any barriers to learning are supported well. For example, to develop their language and communication.

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Next steps

The childminder should ensure that mathematical knowledge and skills are taught and practised frequently during play with older children to add depth to and embed their understanding. The childminder should ensure younger children have frequent sensory experiences to help support their creativity.

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About this inspection

The inspector spoke with the childminder, parents 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 : 07:00 - 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

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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