Childminder

Childminder

Unique reference number (URN): EY271090 Registered with Ofsted: 24/11/2003 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, including those with special educational needs and/or disabilities or who face barriers to learning, make steady progress from their starting points across all areas of learning. They build a secure foundation for future education by developing physical coordination and independence. For example, younger children safely navigate steps with growing stability, while others refine fine motor skills by using cutlery with increasing control. Children develop language skills and show an increased ability to listen, respond and engage in shared activities alongside peers and respect social boundaries.

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Achievement Expected standard

Children are well prepared for their next stage of learning, including the transition to school. The childminder builds children's familiarity with changes through sensitive discussions and stories. As a result, children develop the confidence to name their new teachers and describe their route to school, ensuring that they feel emotionally secure in their new environment.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a welcoming environment with clear expectations for behaviour. She acts as a calm and steady presence, using a gentle voice and getting down to the children's level to regulate with them. This supportive approach helps them effectively to settle and feel understood when they are upset. However, the childminder does not yet consistently support children to develop positive attitudes to learning when they encounter challenges. Consequently, children can occasionally become overwhelmed when encountering obstacles or setbacks in their play, rather than building the resilience and perseverance needed to navigate challenges independently.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established and help children feel secure and settled. The childminder promotes the importance of attendance and punctuality, maintaining strict procedures for unexplained absences, such as contacting emergency numbers if parents are non contactable, to ensure children's welfare.

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Behaviour, attitudes and establishing routines Expected standard

Children are learning to collaborate and play together. They demonstrate good manners, politely saying 'please' and 'thank you' during their interactions. They occasionally participate in tidy-up time without being prompted, demonstrating their secure understanding of the daily routine and respect for their play environment. The childminder prioritises specific praise and positive reinforcement, which significantly boosts children's confidence and self- esteem.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's welfare and wellbeing through high-quality care practices. She is sensitive and respectful, ensuring that intimate care routines, such as nappy changes, are managed to prioritise children's dignity and privacy. Trusting, responsive relationships enable the childminder to understand each child's comfort needs. She uses sensitive strategies that generally support children to recognise and express their feelings. Through gentle guidance and the use of quiet spaces, children begin to learn to manage their emotions.

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Children's welfare and wellbeing Expected standard

The childminder supports children to understand their personal safety. At mealtimes, she explains the importance of being fastened into their chairs to avoid falls, helping them learn to identify risks. The childminder promotes healthy lifestyles, ensuring that children have constant access to fresh drinking water to keep them hydrated throughout the day. Children enjoy healthy, nutritious meals and are beginning to understand where food comes from by growing their own strawberries in the garden.

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Children's welfare and wellbeing Expected standard

The childminder places a focus on children's physical health. She has arranged for a dentist to visit the childminding group soon to speak with families, helping to normalise the experience and encourage good oral hygiene habits. The childminder follows safe sleep guidance, ensuring that younger children are monitored frequently while they rest. She ensures that the environment is secure by keeping external gates and internal doors locked, preventing unauthorised access.

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Curriculum and teaching Expected standard

The childminder designs a curriculum covering all areas of learning, sequenced to meet children's developmental needs. She prioritises personal, social and emotional development. For instance, the winter routine of getting dressed for outdoor play is a learning opportunity where children problem-solve and build resilience without feeling rushed. Activities encouraging sharing and turn-taking help children collaborate and understand others' needs. Physical development is a key focus; games such as magnetic fishing develop hand–eye coordination and fine motor skills.

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Curriculum and teaching Expected standard

Teaching purposefully supports children's communication and vocabulary. For example, during role play, the childminder introduces words such as 'syringe' and 'stethoscope' to broaden children's language. She prioritises mathematical knowledge by weaving number into play, such as counting '1, 2, 3' as cars go down a ramp, and encouraging children to notice shapes in the environment.

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Curriculum and teaching Expected standard

The childminder typically adapts her teaching to suit children's different starting points. She adjusts her approach to support children with barriers to learning. For example, the childminder models clear language to support children's speech development. In general, she extends learning for older children by introducing dice to games, adding a new level of challenge. She uses assessments to check what children know and can do, ensuring that their knowledge is secure before moving on to new concepts.

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Inclusion Expected standard

The childminder uses her observations to identify and assess children's individual needs. She monitors children's development closely against milestones to identify any gaps early. If specific needs should arise, she is prepared to collaborate with parents to create support plans, particularly for children with special educational needs and/or disabilities and those who face barriers to their learning and wellbeing. The childminder makes timely actions to reduce barriers to children's learning through specific adaptations and resources. For instance, the childminder has created a washing line activity, where children hang up gloves with small pegs, to specifically support children's fine motor strength and coordination. She reviews support strategies by researching how play can enhance specific behaviours, allowing her to facilitate children's interests safely rather than discouraging them.

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Inclusion Expected standard

The childminder updates her professional knowledge to better support children's diverse needs. She has completed training on autism awareness and engages with the local Family Hub network to understand the services available. She is well informed about local support systems and can signpost families to early intervention services when required. Reasonable adjustments are made to the environment to ensure that it is inclusive. For instance, the childminder provides larger resources to support safe sensory exploration, ensuring that all children can participate in activities. The childminder identifies how early years pupil premium funding can be used strategically to reduce barriers for disadvantaged children.

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Leadership and governance Expected standard

The childminder understands the setting's strengths and takes action to improve areas identified for development. She is reflective and committed to her professional development. She actively seeks out targeted professional development, including safeguarding training. This has a direct positive impact on the quality of provision, ensuring that child safety and progress remain central to her practice. The childminder networks with other childminders in her local area to share good practice. However, she has not addressed identified gaps in her professional knowledge regarding behaviour management in a timely manner. Consequently, she does not yet have a broad range of strategies to consistently meet the diverse emotional and behavioural needs of all children.

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Leadership and governance Expected standard

The childminder ensures that all decisions are made in the best interests of the children. She adopts an inclusive approach, ensuring that children who face barriers to their learning typically receive the support they need to reach their potential. She has established close partnerships with parents, using these links to support children's care and learning. For example, she mirrors successful strategies from home, such as toilet training methods, to ensure consistency for the child. Parents feel the childminder has created a warm, safe and nurturing environment where children thrive. They value the clear boundaries and expectations she sets.

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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 are happy and feel safe in this nurturing home environment. The childminder works hard to create a calm and tranquil atmosphere, often using low level music to support children's emotional wellbeing. Children form secure attachments with the childminder, viewing her as a secure base. They frequently seek her out for cuddles and reassurance, which the childminder provides warmly to help them settle and feel confident to explore. By promoting the importance of attendance, the childminder ensures that children have the continuity and routines they need to feel secure and engage in their learning.

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Inspector:

Josie Cumiskey Every child is made to feel special, creating a sense of belonging. The childminder uses family photo books to help children feel represented. These resources are particularly effective for helping newer children to settle and when supporting others through significant changes in their lives.

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Inspector:

Children are curious explorers who enjoy their learning and achieve well from their starting points. They engage deeply in activities that capture their interests, such as carefully digging for pebbles in the garden or planting seeds in the wildflower patch. Generally, the childminder supports children to develop their independence and resilience. For example, children are encouraged to have a go at putting on their own boots and pouring their own drinks. They are given the time and space to try, fail and succeed, developing essential self- care skills for their next stage of learning, including the transition to school.

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Inspector:

Children develop positive social skills and treat others with respect. They typically mirror the polite manners modelled by the childminder, such as saying 'thank you' and using gentle hands during play. Children, including those with barriers to learning, begin to learn to play together, for example, by learning to take turns with their friends with the resources. When children find it difficult to manage their emotions, the childminder provides sensitive support to help them understand their feelings and resolve minor conflicts.

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Next steps

The childminder should extend her professional knowledge of behaviour management to build a wider range of proactive strategies that support consistently and effectively the diverse emotional and behavioural needs of all children. The childminder should ensure that children are consistently supported to develop positive attitudes to learning, helping them build the resilience and perseverance to navigate challenges and setbacks in their learning independently.

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About this inspection

The inspector spoke with the childminder 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 : 07:30 - 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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