Childminder

Childminder

Unique reference number (URN): 221995 Registered with Ofsted: 10/11/1992 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 achieve well from their individual starting points. They benefit from their learning experiences in this setting. As a result, children make steady progress across all areas of learning.

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Achievement Expected standard

Children learn to engage in back-and-forth conversations, using an increasing range of vocabulary to communicate their thoughts and opinions. They show growing confidence in repeating and using new words in their play and are excited to join in with repeated phrases as they listen to books and sing songs.

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Achievement Expected standard

Children develop confidence and curiosity in learning. They show enthusiasm when exploring puzzles. They learn to persevere when things are trickier, developing resilience and building self-esteem as they try things independently. Children are well prepared for the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to their learning and behave well. They are motivated, engaged and show enjoyment in activities. Children approach new experiences with curiosity and confidence. The childminder establishes clear and consistent routines that help children feel safe and secure. This gives children a sense of predictability and belonging. Children understand expectations and respond positively to guidance and reminders. The childminder promotes the importance of attending regularly and being on time, helping children develop good routines that support their learning and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children effectively to manage their feelings and behaviour through calm and nurturing interactions. She encourages children to persevere during activities and celebrates their achievements. This helps to build children's resilience and self-esteem. During story and role-play activities, the childminder responds to distractions and re-engages children using imaginative and playful strategies, modelling calm and respectful behaviour throughout. The childminder carefully considers children's age, stage of development, individual needs and circumstances when supporting them to follow routines and maintain expectations.

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Behaviour, attitudes and establishing routines Expected standard

Children develop independence and self-help skills. They follow familiar routines confidently, such as washing their hands before lunch while singing songs, choosing activities and materials and asking for support when needed. These routines and experiences prepare children well for their future learning.

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Children's welfare and wellbeing Expected standard

The childminder provides a warm and nurturing environment where children's emotional wellbeing is prioritised. She builds strong and trusting relationships with children and their families from the start. This helps children to settle quickly and feel secure. The childminder is sensitive to children's individual circumstances and works in partnership with parents and carers to support significant transitions, such as the arrival of a new sibling. She introduces relevant language, stories and discussions to help children understand changes in their lives and monitors their behaviour closely, adapting practice where needed.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy lifestyles. She encourages children to develop healthy eating habits and works closely with parents to support children who are learning to try new foods. The childminder uses activities creatively to explore different textures and smells. Children receive lots of praise and encouragement for their efforts.

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Children's welfare and wellbeing Expected standard

Children show that they feel safe and emotionally secure. They are encouraged to name their feelings and manage them calmly as they play and explore. The childminder talks with them about emotions, such as feeling frustrated when a puzzle is tricky, and helps them think of ways to keep trying and complete it. Children confidently seek reassurance from the childminder and demonstrate secure attachments. This supports their confidence and willingness to explore.

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Curriculum and teaching Expected standard

The childminder's curriculum focuses on helping children build important skills such as communication, confidence and problem-solving. She plans learning opportunities to support their learning across all aspects of development, including their personal, social and emotional growth. She plans activities to reflect children's interests and learning needs. These activities help children develop their knowledge and skills over time while also supporting their confidence and ability to work and play with others.

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Curriculum and teaching Expected standard

Children develop communication and language skills through storytelling, songs, play and everyday conversations. The childminder reads stories with enthusiasm and uses props, such as puppets, to engage children and extend their understanding. During children's play, she narrates children's actions and introduces new vocabulary, supporting their early literacy, vocabulary and comprehension. However, on occasion, the childminder uses the incorrect pronunciation of letter sounds, which can limit children's developing language skills when applying them to future reading and writing.

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Curriculum and teaching Expected standard

Mathematics runs naturally through daily routines. Children count objects accurately using one-to-one correspondence and explore shapes and patterns during play. Opportunities such as these help them to develop early mathematical understanding in meaningful contexts.

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Curriculum and teaching Expected standard

Outdoor learning is used well to support children's physical development and understanding of the world. Children explore the local area regularly. They take part in group activities with other childminders as well as engaging in experiences that help them to feel part of their wider community and develop social skills. For example, they learn about Remembrance Day as they help to decorate the local phone box with poppies they have made. Children excitedly recall making Christmas decorations and hanging them on the village tree.

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Inclusion Expected standard

The childminder demonstrates a thoughtful and positive approach to inclusion. She ensures that all children feel welcomed, valued and supported. Parents and carers speak highly of the childminder's commitment to ensuring that all children feel part of this home-from-home setting. They value her commitment to ensuring that all children, including children with special educational needs and/or disabilities, make progress in their learning and development.

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Inclusion Expected standard

The childminder works closely with parents and other professionals to understand each child's individual needs. She keeps parents fully informed about their children's development and progress. The childminder provides detailed feedback through daily updates, emails and development records. This helps parents to understand their children's achievements, emerging skills and next steps. For example, when children require additional support, the childminder works closely with parents and other professionals to implement recommended strategies in the setting, ensuring continuity of learning and care. She adapts activities, gathers guidance from specialists and tailors the environment to support participation and development. The childminder keeps her knowledge up to date through training so she can plan and adjust activities to meet each child's needs and help them make the best progress. As a result, children benefit from an inclusive and responsive learning environment that is

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Inclusion Expected standard

well tailored to their individual needs.

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Leadership and governance Expected standard

Overall, the childminder demonstrates a positive, thoughtful and reflective approach to leadership and management. She has a clear understanding of her role and responsibilities and is committed to providing high-quality care and learning experiences for all children.

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Leadership and governance Expected standard

The childminder quickly builds strong partnerships with local schools and pre-schools that children attend. This promotes continuity of care and helps children to experience smooth and well-supported transitions. For example, the childminder shares detailed information about children's development, interests and social and emotional needs to enable receiving settings to plan and support children's next steps. Senior leaders from local settings state that they value the childminder's detailed knowledge of each child and her proactive approach to collaborative working. This strengthens communication and ensures that children's individual needs are met.

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Leadership and governance Expected standard

The childminder engages in regular professional development, completing online training and learning through professional networks. She is able to reflect on how training impacts her practice, for instance by allowing children more time to build on what they already know and can do. While she demonstrates self-awareness, the childminder finds it more difficult to identify specific areas for improvement. She has yet to fully develop her reflective practice to identify specific areas for professional growth. This does not consistently help the childminder to refine teaching strategies and further improve outcomes for all children in her care.

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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 this warm and welcoming setting. The childminder knows children well. She creates a calm and caring space, where children feel safe to explore, play and learn. The childminder plans activities that match each child's interests and learning needs. This makes sure that children's learning is fun and engaging. It also helps children to feel confident, be proud of what they do and develop independence in their daily routines.

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

Children enjoy a wide range of experiences within the setting and in the community. They have daily opportunities to develop their physical skills and take risks as they climb and

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Inspector:

Carly Parkinson explore the local park. Children express excitement as they talk about going quickly down the slide. During walks around the local area, children spot numbers on doors and comment on changes they observe. The childminder provides opportunities for children to widen their social circles. They regularly attend local childminding groups, where they learn to take turns and share with others. These opportunities develop their social skills and give children a sense of belonging.

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Inspector:

The childminder understands that every child is unique. She regularly assesses children's learning and plans targeted support where needs are identified. The childminder works closely with families and other professionals to make sure that all children make the best possible progress.

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Inspector:

Children receive support to build resilience and confidence in all areas of learning. The childminder uses clear routines and consistent guidance to help children to feel secure and understand her expectations. She encourages children to make choices in their play, explore new materials and extend their thinking through questions and discussion. For example, when exploring paint, children choose the colour of paper they want to use. When children show an interest in shapes, the childminder discusses the names and properties of each shape. Opportunities like these help children develop independence, build age- appropriate skills and foster a love of learning while forming positive relationships with others. As a result, children thrive and are ready for the next stage in their learning.

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Next steps

The childminder should enhance reflective practice to identify specific areas for improvement and target professional development more precisely, such as extending knowledge of teaching early literacy.

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About this inspection

The inspector spoke with the childminder, parents and carers, 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 : 07:15 - 17:30

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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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