Childminder

Childminder

Unique reference number (URN): EY475382 Registered with Ofsted: 21/03/2014 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 significant progress from their starting points and develop a solid foundation for their future education. This is particularly evident in their communication and language. For instance, children who were previously non-verbal now use words and short sentences to express their needs and interests.

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Achievement Strong standard

Children are excellently prepared for their next stage of learning, such as the move to nursery school. They gain independence in self-care. All children begin to manage their own clothes and shoes and take responsibility for their personal hygiene. Their refined physical coordination and fine motor skills provide the essential base for future literacy. Mathematical knowledge advances as children repeat number names and recognise numerals in context during play. Children with special educational needs and/or disabilities and those who face barriers to learning achieve well. The childminder ensures they remain consistently engaged and supported to reach age-appropriate milestones.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes a positive environment with clear expectations. Children demonstrate exemplary behaviour and follow daily routines with ease. For example, the 'wakey, shaky' music session helps them transition into the day with confidence and channels their high energy. All children demonstrate significant patience. For example, they wait for their turn at the washbasin or when they use popular resources, such as the rocking horse. These moments of waiting help children develop self-regulation and respect for their peers' needs.

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Behaviour, attitudes and establishing routines Strong standard

The childminder maintains calm and attentive relationships with the children to create a culture of kindness and respect. Children learn to play together. They cooperate to build complex towers and manage disappointments with a positive outlook. They show resilience as they persevere with difficult tasks and bounce back from small setbacks during play. The childminder promotes punctuality and attendance through close work with families to ensure children feel secure. This collaborative approach with parents creates a consistent bridge between home and the setting. She helps children navigate minor conflicts independently to build their self-reliance and empathy. When the environment becomes loud, the childminder uses gentle prompts and shared songs. Children respond immediately and settle into a quieter pace.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's welfare through highly effective care practices. Secure and responsive attachments between children and the childminder are established from the outset. These provide children with the emotional security they need to feel valued. This is supported by a thorough settling-in process where the childminder learns about each child's unique daily routines, interests, needs and family background. Children learn to understand their own physical health and personal safety. The childminder places a high priority on oral health. She confirms that every child is registered with a dentist and provides resources for families, such as egg timers and charts, to support home routines. Healthy eating is a priority. Children participate as they grow vegetables in the allotment and visit local grocery shops to learn about nutritious food choices. Safe routines for sleep and weaning are carefully managed to meet children's individual needs.

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Children's welfare and wellbeing Strong standard

The childminder consistently helps children develop a secure sense of emotional wellbeing. She identifies and labels children's emotions, such as when they feel tired or hesitant to join play. The childminder provides a reassuring cuddle to offer comfort and security. This direct support helps children feel understood and safe. These strategies empower children to recognise their own feelings, manage their emotions effectively and build significant self- awareness.

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Curriculum and teaching Strong standard

The childminder designs a consistently ambitious curriculum that covers all areas of learning. She places a high priority on children's physical, personal, social and emotional development. The childminder sequences activities purposefully to ensure children gain the confidence and fine motor strength needed for future success. For instance, she provides tools such as chunky crayons and rolling pins to build hand muscles. The childminder promotes independence through daily routines. Children learn to manage their own needs as they select their own cutlery and choose where to sit at mealtimes.

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Curriculum and teaching Strong standard

The childminder supports children's language skills with great purpose. She uses descriptive words during routines, such as 'rehydrate' and 'delicious'. The childminder consistently encourages children to move from single words to full sentences as she models correct sentence structures during play. Mathematical knowledge weaves naturally into play. During a penguin-themed activity, the childminder challenges older children with number recognition while younger children focus on their number vocabulary.

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Curriculum and teaching Strong standard

The childminder knows children extremely well and uses assessment effectively to check what they know and can do. She makes reasonable adjustments so children with special educational needs and/or disabilities participate successfully. She tailors teaching to match each child's skill level. For example, she introduces open-top cups once children demonstrate the physical coordination to move away from beakers with lids.

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Inclusion Strong standard

The childminder creates a consistent, inclusive culture where she identifies and supports every child's individual needs with sensitivity. She works in partnership with external agencies to ensure children with special educational needs and/or disabilities make significant progress. The childminder uses targeted communication strategies and adapts her teaching style, so all children engage fully in their learning.

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Inclusion Strong standard

The childminder reduces barriers to learning. She adapts the environment and routines to meet the needs of all children. The childminder works in close partnership with parents, so they apply consistent strategies at home and in the setting. She uses her training on how to promote positive behaviour and support children's emotional wellbeing to help them manage their emotions. The childminder provides specific activities that follow children's interests to help them settle quickly. For example, she prepares play dough to provide comfort and engagement as the children arrive. The childminder monitors progress closely. She completes the progress check at age 2 in line with the health visitor's review to identify and close developmental gaps. Although the childminder does not currently have any children in receipt of additional funding, she understands how to use early years pupil premium to improve outcomes for children.

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Leadership and governance Strong standard

The childminder demonstrates a clear commitment to high-quality education and care. She takes proactive steps to improve the setting. Since the previous inspection, the childminder has completed professional development courses on learning and development, positive behaviour and emotional wellbeing. This ensures her approach meets the evolving needs of the children.

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Leadership and governance Strong standard

The childminder and any assistants she works with work as a collaborative team, with a shared focus on the positive impact they have on children's lives. Professional development is a priority. The childminder offers 'in-the-moment' coaching to any assistants to ensure practice remains consistent and effective. Future improvements focus on the best interests of the children. For instance, the childminder intends to upgrade the outdoor area with new equipment to further support physical play.

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Leadership and governance Strong standard

The childminder maintains transparent partnerships with parents. She shares detailed information through welcome books and regular updates on children's learning journeys and next steps. The childminder networks with other childminders and early years advisers to share best practice. Parents feel that children are settled in a safe and caring environment. The childminder maintains a nurturing, 'home-from-home' setting where children develop kindness and confidence.

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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 at the setting with visible excitement, displaying high levels of confidence as they transition from their parents to the warm, home-from-home environment. They have developed meaningful, long-term bonds with the childminder. This provides a sense of belonging and care, similar to being at home, and supports children's regular attendance. This deep emotional security ensures children are happy, settled and eager to engage in shared learning.

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

Children thrive in a socially positive atmosphere where friendships are celebrated. They show genuine empathy for one another, such as when they collect cushions to make sure their peers are comfortable at story time. The childminder uses activities like 'Ring-a-Ring-o'- Roses' purposefully to bring children together and build their cooperation skills. The curriculum follows children's interests effectively. For instance, children can select their own songs using an electronic song box to lead their own learning. As a result, children are motivated and take pride in their setting, such as when they wear their individual indoor slippers, which give them a sense of ownership and belonging.

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

Children achieve well as a result of the childminder's consistently high expectations for their independence and social skills. They manage their own hygiene through structured handwashing and face-washing routines. During mealtimes, children make healthy choices. For example, they self-serve fruit and pour their own milk. They explore the natural world through regular outings to local woods and farms, which boosts their physical development and sense of adventure. Children are becoming attentive listeners and polite communicators who spontaneously use manners, such as saying 'please' without prompting. The

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

childminder's purposeful focus on building resilience and self-care ensures children are very well prepared for their next steps, such as starting nursery school.

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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 children with special educational needs and/or disabilities 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 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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