Childminder

Childminder

Unique reference number (URN): EY359661 Registered with Ofsted: 15/10/2007 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 Strong standard

Children make consistent and secure progress from their individual starting points across all areas of the curriculum. They confidently recall prior learning and apply it meaningfully in their play and activities. For example, while looking at picture books independently, younger children recall how they feed birds using birdseed. Children use newly acquired vocabulary accurately, demonstrating secure knowledge as they explain that bales of hay are transported on a trailer, animals live in a barn and hay is used to keep them warm.

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Achievement Strong standard

Children who are at risk of falling behind receive timely and targeted support. This ensures that disadvantaged children and those with special educational needs and/or disabilities make rapid progress and catch up with their peers. Children develop the essential skills and knowledge they need to move confidently to the next stage of learning. Children are extremely kind, confident and independent. They demonstrate these skills as they share resources willingly and help each other. For example, children independently bring water bottles to the table for their friends, in preparation for lunch.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a kind, supportive environment where high expectations and positive behaviour are deeply embedded. Children's choices and feelings are consistently respected. Children are given the time, guidance and encouragement they need to make positive decisions. The childminder models exemplary behaviour, clearly demonstrating what is expected. Children respond very well to her calm and nurturing approach. Relationships between the childminder and children are warm, trusting and highly positive. Children play cooperatively and show genuine care for one another. For example, children wait patiently for a turn on the outdoor hammock. They help steady it for their friends to climb in safely, and change direction on the tree swing to avoid bumping into others. Children rarely miss sessions, and the childminder is vigilant, monitoring attendance closely. She follows clear procedures if a child is unable to attend, ensuring their wellbeing remains

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Children's welfare and wellbeing Strong standard

The childminder builds extremely warm and trusting relationships with children in her care. She has a deep and detailed understanding of each child's individual needs and remains highly responsive to any changes in circumstances that may affect their wellbeing. Care- giving routines are consistently respectful and thoughtfully managed, with a strong emphasis on children's dignity and privacy. Children are supported to develop independence through daily routines, such as washing their hands before meals and after outdoor play. They confidently roll up their sleeves, support one another with soap and choose their own towels, demonstrating secure skills.

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Children's welfare and wellbeing Strong standard

Clear and consistent expectations are embedded within practice. This enables all children, particularly those who are more vulnerable, to feel safe, secure and well supported. The childminder adapts the curriculum and her teaching responsively to prioritise children's emotional wellbeing. She uses her detailed knowledge of each child's circumstances to tailor experiences to meet their needs effectively. Children benefit from a wide range of meaningful learning experiences. These include regular walks to neighbouring farms, forest school sessions and involvement within the local community. Healthy habits are firmly embedded in daily routines, and children are encouraged to attempt tasks independently before receiving sensitive, well-timed guidance.

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Curriculum and teaching Strong standard

The childminder knows children extremely well. She uses this detailed knowledge skilfully to adapt teaching so that every child is supported effectively. Interactions are consistently of high quality and are naturally embedded within everyday practice. Mathematical concepts are thoughtfully woven throughout the curriculum. For example, children count the number of ducks they feed and confidently notice when the childminder intentionally misses out a duck, demonstrating secure understanding.

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Curriculum and teaching Strong standard

Clear emphasis is placed on developing children's physical skills in a progressive and purposeful way. Children refine their hand–eye coordination as they throw beanbags at targets, and strengthen their core muscles as they practise balancing. The learning environment, indoors and outdoors, is carefully designed to promote all areas of learning.

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Curriculum and teaching Strong standard

Daily routines are well established, so children know what is expected of them. Learning time is used effectively to build on what children already know and can do. For example, during lunchtime, the childminder models how to use cutlery safely. The curriculum is designed from children's starting points, with careful planning informed by a deep understanding of child development. Communication and language are prioritised, with targeted support such as modelling correct pronunciation and narrating play. This is particularly effective for children with special educational needs and/or disabilities.

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Inclusion Strong standard

The childminder is highly inclusive and demonstrates clear and unwavering commitment to meeting the needs of all children. She accurately assesses and supports vulnerable children, teaching from each child's individual starting point to ensure they make consistent and sustained progress. Activities are carefully planned and thoughtfully adapted so they match children's differing needs. The childminder knows each child extremely well. She works closely in partnership with parents and carers to ensure learning and support continue at home, enabling all children to thrive.

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Inclusion Strong standard

The childminder works effectively with other professionals to ensure children receive the right support and are well prepared for the next stage of their education. She shares relevant information with schools to support smooth transitions, particularly for children who may find change more challenging. The childminder confidently identifies how additional funding can benefit the most vulnerable children and demonstrates a clear understanding of its impact on outcomes.

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Inclusion Strong standard

The childminder completes targeted training to strengthen children's communication skills. She makes highly effective use of this knowledge to enhance communication and language development for all children. Children with special educational needs and/or disabilities are very well supported. The childminder makes a clear and significant difference by reducing barriers to their learning and development.

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Leadership and governance Strong standard

The childminder demonstrates highly effective leadership through clear understanding of her strengths and a well-considered approach to continuous improvement. She regularly reflects on practice, taking account of changes in the context of the setting, including the evolving needs of children and families. This helps to ensure the smooth and effective running of the provision. Professional development is used purposefully to strengthen key areas of the curriculum, particularly communication and language. This has a clear and positive impact on children's progress from their individual starting points.

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Leadership and governance Strong standard

The childminder knows each child and family extremely well and works closely with parents and carers to provide personalised support. This ensures children who require additional support receive timely and appropriate help that supports their learning and emotional wellbeing.

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Leadership and governance Strong standard

The childminder places a high priority on wellbeing in her decision-making. This helps to maintain a high-quality provision and informs how she adapts the curriculum responsively. For example, by enhancing the outdoor environment she promotes resilience and perseverance through physical challenge. These experiences support children to develop confidence, motivation and curiosity. The childminder's ongoing reflection, highly effective partnerships with any assistants and purposeful use of training ensure leadership decisions lead to consistently positive outcomes for children.

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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 enjoy learning a wide range of new skills in the warm and welcoming environment. They confidently feed the birds, developing their motor skills as they scoop and pour the seed into feeders. The childminder skilfully introduces mathematical concepts through practical experiences and teaches children to use mathematical language. Children describe the feeders as 'full', 'half-full' or 'empty'. All children, including children with special educational needs and/or disabilities, make secure progress from their starting points, and learning is consistently engaging, purposeful and meaningful.

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

Children explore creativity and physical activity through music, dance and imaginative play, which they approach with energy and enthusiasm. They sing and move to familiar nursery rhymes, pretending to be 'sleeping bunnies' before hopping with delight to the music. Outdoor play provides further opportunities for development, helping children strengthen their physical skills and coordination. They swing on the hammock and climb the mound to the slide. Children show care for living things as they learn what animals need to eat, drink and stay warm. Children's social and emotional understanding is supported well as they learn to care for others and the world around them.

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

Children separate confidently from their parents and carers and form warm, trusting relationships with the childminder and each other. Younger children look to older peers as positive role models, supporting cooperative play and social learning. Independence is encouraged through daily routines. Children put on their own hats, coats and boots to go outside. They are consistently given time and support to practise their skills, helping them develop confidence, resilience and the knowledge they need as they prepare for school. Children's attendance is consistently high. Children's voices and opinions are valued. The childminder listens carefully to children's ideas and choices, using these to shape daily

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

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About this setting

Local authority: Leicestershire activities and routines. For example, the childminder knows children's favourite animals to hide for each individual child to find.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and her assistant 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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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. 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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