Childminder

Childminder

Unique reference number (URN): EY357041 Registered with Ofsted: 10/09/2007 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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Behaviour, attitudes and establishing routines Strong standard

All children thoroughly enjoy their time at this childminding setting and are supported to be regular attenders. The childminder works closely with parents and carers to keep arrivals prompt. This means children are present for morning routines and do not miss out on the exciting planned learning. Children form very secure attachments to the childminder and build meaningful, warm and secure friendships with one another. They enjoy spending time together and are very keen to show the childminder what they are doing. Children respond well to specific praise and feel very proud when their efforts are regularly noticed and celebrated. This supports their self-esteem especially well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently models calm, respectful interactions. Children copy this through the day as they play joyfully together. They take turns, share resources and think about each other's feelings without being asked. For example, in the play kitchen, they plan meals together, listen to each other's ideas and offer one another encouragement and praise. Children are very motivated and excited to participate.

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Behaviour, attitudes and establishing routines Strong standard

Routines are predictable and well established. This helps children feel extremely safe and confident. Expectations are consistently explained in clear, simple language. The childminder checks all children understand by asking careful questions. She smoothly adapts how she communicates to ensure everyone understands before moving on. For example, she uses gestures or breaks down sentences into smaller chunks for children who have lower levels of understanding. This ensures every child knows what is expected of them. This well-planned approach supports children to settle quickly, join in activities with confidence, and builds extremely positive attitudes to learning and relationships.

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Achievement Expected standard

Children make secure progress from their starting points across the curriculum. They show positive attitudes to learning, take part eagerly in activities, and approach new experiences with confidence. They explore different ways to solve problems and show resilience in daily routines. For example, at lunchtime, they persevere when opening packets and containers and show pride when they succeed independently. Children develop independence and self- help skills that support their future learning.

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Achievement Expected standard

Children develop their communication and language skills. They enjoy talking, listen to others and use lots of new words in their play and conversations. Some activities, such as early phonics and writing, are introduced a little too soon for a few children who are still building their listening and attention skills. Focusing more on these early foundations will help their language grow even more securely.

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Achievement Expected standard

Children develop the foundations for later learning, particularly in personal and social development and independence. They strengthen their skills through regular routines and meaningful activities. The childminder confidently explains how she would support children with barriers to learning to take part fully and make progress alongside others. Overall, children are well prepared for their next stage of learning and development, including school where appropriate.

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Children's welfare and wellbeing Expected standard

The childminder places a high priority on children's wellbeing and emotional development. This begins before children start. Settling procedures are flexible and shaped around each family and child's needs. Children form trusting relationships with the childminder. They seek reassurance appropriately, share their ideas and show her what they are doing. They respond positively to encouragement and praise.

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Children's welfare and wellbeing Expected standard

Daily routines and planned activities promote healthy habits and physical development. Children talk about 'healthy' and 'not so healthy' foods during play. Mealtime expectations are clear and help children understand safe behaviour. They know why they remain seated while eating. Handwashing is increasingly independent. Children explain why it matters and follow the steps confidently. These routines help children build coordination, control and self- care skills. The childminder explains how she would adapt care routines so children with any barriers to learning would be able to participate successfully. For example, she would break tasks into smaller steps, use visual prompts and ensure additional time is provided.

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Children's welfare and wellbeing Expected standard

Children have regular opportunities to talk about feelings and worries. Older children discuss issues such as online safety. Younger children share feelings through discussions, stories and role play. Emotions are named and discussed, and children show kindness towards their friends. They ask for help when needed and use words to describe how they feel. However, some phonics activities are introduced before children have had enough time to consolidate listening, attention and conversation skills, which are the foundations they need before phonics and early writing.

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Curriculum and teaching Expected standard

The childminder plans a broad curriculum that reflects children's experiences and abilities. She adapts her support so all children can participate and make progress. She identifies the key skills children need before moving on to nursery or school. The childminder supports children's independence, their management of personal tasks, and helps them to ask questions with confidence. She works closely with parents on routines such as toilet training and reflects on how well activities support learning, making adjustments when needed.

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Curriculum and teaching Expected standard

The curriculum includes imaginative and creative experiences that help children express ideas and develop new vocabulary. Children enjoy model making and simple story creation. However, they do not always revisit these activities regularly, which can limit opportunities to deepen their creative thinking. Children have regular access to local green spaces where they can run, climb and explore. Activities that use 'pinchy fingers' help strengthen fine motor control. Visits to local shops give children chances to count items, compare sizes and hear early mathematical language in meaningful contexts.

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Curriculum and teaching Expected standard

Communication and language are supported through frequent conversation and play. However, some activities are offered before children have secure listening and attention skills, meaning learning does not always build steadily. The childminder explains how she would reduce barriers to learning by breaking tasks into smaller steps and using visual cues. She observes children closely to understand their development and plan their next steps.

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Inclusion Expected standard

The childminder knows children well. She gathers key information from parents and carers before children start, including about health needs, routines and any developmental concerns. She keeps her knowledge of supporting children with special educational needs and/or disabilities current through local authority training and professional networks. She understands the importance of early identification and timely support.

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Inclusion Expected standard

The childminder completes accurate baseline assessments and uses regular observation to monitor children's development and identify any gaps. She maintains daily communication with parents, checks for new milestones at home and encourages them to share any concerns. When appropriate, she signposts families to relevant professionals for additional support. She also maintains positive links with local schools attended by children and, with parental permission, shares relevant information with teachers so that approaches remain consistent, and support is coordinated.

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Inclusion Expected standard

The childminder has previously supported children learning to speak English as an additional language by introducing key words and maintaining clear, predictable routines. She shares behaviour management approaches with parents to keep expectations consistent. She agrees manageable next steps, such as gradually reducing dummy use to support children's speech and language. The childminder offers practical ideas, responds sensitively when families face challenges, and reviews how well her strategies are supporting children's progress.

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Leadership and governance Expected standard

The childminder is professional and well organised. She works collaboratively with the local authority to stay up to date with any changes in legislation. She uses her local networks to share practice and discuss new guidance so that it is fully understood. She reflects regularly on the quality of her service. The views of parents and carers are gathered through daily handovers and are used to identify areas to develop further. The childminder has clear plans in place to develop the outdoor area so children have even more opportunities for physical development play.

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Leadership and governance Expected standard

Statutory training is current, supports smooth operation and keeps children safe. The childminder has not enhanced her knowledge and understanding of supporting communication, language and early literacy. This means some planned learning does not build as sharply as it could on what children already know and can do.

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Leadership and governance Expected standard

The childminder maintains well-established relationships with local schools. These relationships help her to support families well. She shares clear information with teachers to support children to move on from her setting to school smoothly and with confidence. She explains how she has previously worked closely with key staff in schools to support children with barriers to their learning. This helped ensure a consistent approach and supported children's ongoing progress and development.

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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 love attending this warm and welcoming childminding setting. The childminder works with parents and carers to support prompt arrival and regular attendance. This ensures that children benefit from planned learning and start to build good habits for their

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Inspector:

eventual move on to school. Children engage confidently with the childminder and with each other. They move easily around the environment and choose activities that interest them. Their confidence and ease demonstrate a secure sense of belonging. Children respond positively to praise and encouragement and become involved in their play. They settle quickly into routines and show that they feel safe and comfortable.

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Inspector:

The childminder knows children well and builds trusting relationships with them. These relationships support children's emotional security and connection to the setting. Children enjoy being with each other and show growing confidence in their play and decision-making. They share resources, take turns and include others in their activities. Children demonstrate positive attitudes to learning, are not afraid of making mistakes, and are confident to try things in different ways. They show resilience and persevere when faced with challenge. For example, during play with a toy bus, children notice that a small figure does not sit safely. They use pieces of material to create a car seat for their toy, adjusting materials until the figure is secure. They talk through what they are doing and show pride when their solution works.

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Inspector:

The childminder understands each child's unique starting points and tailors their learning accordingly. For example, she uses effective strategies to gain children's attention before giving clear instructions so that all children understand what is expected of them. She explains how she would support children with special educational needs and/or disabilities. For example, she would use visual prompts and gestures to support understanding, communication and participation in activities and routines.

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Next steps

The childminder should provide more opportunities for children to practise and refine skills and to build on their ideas more fully. The childminder should strengthen her knowledge of communication and language development to ensure that teaching builds on what children already know and can do, even further.

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About this inspection

The inspector spoke with the childminder 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. Clare Bligh

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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

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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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