Childminder

Childminder

Unique reference number (URN): EY446608 Registered with Ofsted: 10/07/2012 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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Children's welfare and wellbeing Strong standard

The childminder provides highly effective care that meets each child's individual needs. The childminder and any assistants they work with show strength in supporting those children with special educational needs and/or disabilities and children experiencing barriers to their wellbeing. The childminder knows children exceptionally well, responding with sensitivity and ensuring children feel safe, understood and emotionally regulated. Children receive nurturing, consistent care that prioritises their security during difficult family circumstances.

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Children's welfare and wellbeing Strong standard

The childminder ensures that care practices are well considered. Nappy changing is hygienic and respectful, promoting children's independence. The childminder has significantly improved sleep routines since the last inspection. They have worked closely with parents to successfully transition children from buggy sleeping to safer, flatter sleep positions. Younger children sleep safely in a travel cot with regular checks and appropriate monitoring.

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Children's welfare and wellbeing Strong standard

The childminder has placed a strong, deliberate focus on nutrition since the last inspection, making a sustained and highly effective effort to improve children's diets. The childminder has gradually introduced well-researched changes that have improved children's eating habits and increased their willingness to try new foods. Importantly, their sensitive, consistent approach means that children with sensory needs and feeding difficulties are now able to eat the same meals as their peers. This represents a significant achievement. Close partnership with parents has also led to lasting improvements in home routines.

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Children's welfare and wellbeing Strong standard

Children develop growing confidence in their personal safety. They benefit from consistent routines and warm, responsive support that is tuned to their individual needs. As a result, children feel secure, remain emotionally regulated throughout the day and engage in their play with calmness and reassurance.

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Achievement Expected standard

Children achieve well from their starting points. Children make secure progress in their communication and language development. The childminder models language through repetition, praise and questioning that extend children's confidence and vocabulary.

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Achievement Expected standard

Children with special educational needs and/or disabilities achieve well in their learning. This is because the childminder makes effective use of observations and assessments and engages well with parents to help plan to meet these children's needs.

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Achievement Expected standard

Children's achievement is celebrated by the childminder. Children respond extremely well, showing understanding and growing social confidence. Children are well prepared for their next stage in learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a calm, positive environment where expectations for behaviour are clear and consistent. Routines are well embedded, and children demonstrate that they know what is happening next. They move through transitions smoothly, such as nappy changes, lunch, sleep and outdoor play. The childminder uses these moments to build children's independence and confidence. Warm and secure relationships underpin this success, with children developing strong attachments to the childminder and any assistants.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is promoted thoughtfully and proactively. When family circumstances make attendance difficult, the childminder works closely with parents, offering flexibility and transport to ensure every child attends regularly. As a result, children experience continuity, feel safe and settle quickly.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to get along with others very well. Teaching promotes turn-taking, cooperative play and emotional regulation. The childminder considers each child's age, stage and circumstances when responding to behaviour, offering gentle explanations, modelling calm communication and suggesting positive alternatives. Children respond extremely well, showing understanding and growing social confidence.

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Behaviour, attitudes and establishing routines Expected standard

This nurturing environment helps children to learn to manage their feelings, collaborate with their peers and develop the resilience and social skills needed for future learning.

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Curriculum and teaching Expected standard

The childminder has designed an ambitious curriculum that is rich in real-life experiences and sequenced to support children's good progress. The childminder prioritises physical, social and emotional learning. Curriculum aims of independence, confidence and strong physical skills are clearly reflected in the environment and daily practice.

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Curriculum and teaching Expected standard

Inclusive practice is embedded. The childminder models clear and precise speech, which supports children's vocabulary and developing language skills well. They make a sustained effort to include all children in the conversations at their different language levels. Children enjoy cuddling up and sharing books with the childminder. Children listen to daily stories and enjoy singing songs and dancing together, which helps them to learn new words and enjoy using them.

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Curriculum and teaching Expected standard

The childminder and any assistants remain attentive and responsive, offering high levels of emotional security, appropriate supervision and challenge, which are carefully thought through for each individual child. Their deep knowledge of each child allows them to balance independence with well-timed support. As a result, children show resilience, motivation and confidence, taking manageable risks in a safe environment.

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Curriculum and teaching Expected standard

The childminder uses assessments well to identify what children need to learn. This ensures that teaching is individualised. For example, the childminder provides targeted support to enhance children's fine motor development based on their interests and stages of development. Children remain engaged and involved, which helps them to make good progress.

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Inclusion Expected standard

The childminder promotes a strong, inclusive culture where individual needs are identified early and assessed thoroughly. They have an in-depth knowledge of every child through regular observations and close work with families. This helps to ensure barriers to learning and wellbeing are quickly recognised. Children with special educational needs and/or disabilities (SEND) make sustained progress as a result of the childminder's adjustments and consistency. This supports children's confidence and wellbeing and enables them to participate fully.

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Inclusion Expected standard

Multi-agency working is embedded in the childminder's approach. The childminder collaborates closely with professionals, meeting regularly to review progress and evaluate impact. Children with SEND have clear learning plans in place, where support is outlined step by step. This includes one-page profiles that clearly set out children's sensory, physical and communication needs. Funding is used effectively to purchase resources, which have a positive impact on children's progress and development.

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Inclusion Expected standard

Although ongoing links with professionals around language development are strong and communication tools are in place, the childminder does not consistently adapt teaching strategies to meet children's different learning styles.

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Leadership and governance Expected standard

Since the last inspection, the childminder has reviewed the provision and introduced well- considered changes that strengthen daily practice, particularly in promoting children's health, welfare and wellbeing. Improvements to sleep routines, nutrition and online safety have been implemented thoughtfully and in the best interests of all children, including those who are disadvantaged or have special educational needs and/or disabilities (SEND).

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Leadership and governance Expected standard

The childminder has a clear understanding of the setting's strengths and areas for development, and he works closely with parents and professionals to ensure timely, well- coordinated support for children with SEND. Their effective multi-agency collaboration enables children to make very good progress, particularly in their physical development and personal, social and emotional skills.

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Leadership and governance Expected standard

The childminder recognises the importance of regular attendance and continuity. He offers practical support to families experiencing difficulties, helping children settle quickly, form secure attachments and develop a strong sense of belonging. Assistants are well supported, with shared routines and joint planning, helping to manage workload effectively. Training is completed as a team. However, the childminder has not fully considered how professional development can be matched to the setting's priorities to further improve children's outcomes.

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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 achieve well at this setting. The childminder's gentle and enthusiastic approach helps children to enjoy their learning. Children benefit from teaching shaped around their interests and needs. They develop confidence, independence and early skills through familiar routines, such as nappy changes, putting their own shoes in the box on arrival and getting ready to play outdoors in their waterproof suits.

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

Children feel safe and welcomed, and they develop a sense of belonging in the childminder's care. They settle in quickly and build secure attachments with the childminder

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Inspector:

Rachel McHugh and any assistants he works with.

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Inspector:

The childminder has created a family-focused environment where all children, including those with special educational needs and/or disabilities (SEND) or those facing family challenges, are fully included in daily routines and play. Children learn alongside their peers as they play calmly and collaboratively, taking turns to roll cars down the whirly slide on the imaginative play garage. Young children stand side by side, working together as they help each other to complete jigsaw puzzles. They share experiences, such as taking regular walks in nature to learn about the natural world. This helps children to build confidence and positive social skills.

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Inspector:

The childminder sensitively promotes attendance. He has a deep knowledge of every child, and he uses this to tune in to their unique personalities and needs. He offers flexibility and practical support to families to ensure continuity for children who need it most. As a result, children are confident, emotionally secure and well prepared for their next steps.

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Inspector:

Children with SEND make strong progress from their starting points because barriers are identified early, and targeted support is swiftly put in place by the childminder. The childminder is proactive in seeking advice and guidance, which helps to make multi-agency work consistent and effective.

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Next steps

The childminder should strengthen continuing professional development and tailor training more precisely to the setting's priorities to further improve children's outcomes. The childminder should adapt teaching to support children's learning styles to help ensure that all children make consistently secure progress in their learning and development.

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About this inspection

The inspector spoke with the childminder and any assistants 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 20:30

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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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