Childminder

Childminder

Unique reference number (URN): 2748438 Registered with Ofsted: 31/08/2023 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 make steady progress through the curriculum from their individual starting points and achieve well across all areas of learning. For example, babies strengthen their hand– eye coordination and small muscles as they lift lids and excitedly explore their reflection in the mirrors underneath. They show increasing control and curiosity as they play. Toddlers investigate how toys travel down pipes, make simple predictions and express excitement as cars reach the bottom, demonstrating early problem-solving skills and sustained engagement.

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Achievement Expected standard

Children start to develop emerging communication and language skills as they listen and engage in shared experiences. However, on occasion, the childminder does not give younger children time to think and respond before she intervenes. Children, including those with special educational needs and/or disabilities and those who face other barriers to their learning, achieve well from their starting points. Children grow in confidence, independence and emotional security, which supports their personal, social and emotional development. As a result, children develop the skills, knowledge and attitudes they need for their next stage of learning, including school where appropriate.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to learning and behave well for their age and stage of development. They feel safe and secure and form warm, trusting relationships with the childminder, which support their emotional wellbeing. Children confidently explore a wide range of experiences beyond the home, including visits to gymnastics, museums, soft play and library story sessions. These experiences help children to socialise with others, learn to collaborate and begin to understand the community around them.

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Behaviour, attitudes and establishing routines Expected standard

The childminder helps children to manage their own emotions in an age-appropriate way. For example, toddlers show increasing awareness of sharing and taking turns. Children learn that it is acceptable to experience strong emotions and begin to develop strategies to manage them appropriately. They recognise routines and expectations and follow them with support. For example, they wash their hands at snack time, showing a growing understanding of daily routines. However, limitations in the environment mean the childminder lifts younger children to reach the sink to wash their hands, and, as a result, children are not as independent as they could be. The childminder supports children sensitively, taking into account their individual needs, circumstances and developmental stages. The childminder monitors and promotes children's regular attendance, which helps children to build secure routines and make consistent progress in their learning and

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Behaviour, attitudes and establishing routines Expected standard

development, preparing them well for their next stage.

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Children's welfare and wellbeing Expected standard

Children experience effective care that meets their individual needs and supports their welfare and wellbeing. They form secure and responsive relationships with the childminder, which help them feel safe, settled and emotionally supported. Children seek reassurance confidently and show trust, demonstrating strong attachments. Children's individual care needs are met consistently, including those of disadvantaged children and those with special educational needs and/or disabilities. Children benefit from routines that reflect their home experiences, such as personalised sleeping, feeding and weaning arrangements, which support their comfort and wellbeing. Babies respond positively to child-led weaning, developing independence and a positive attitude towards food.

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Children's welfare and wellbeing Expected standard

Children show growing awareness of their physical development as they explore movement and build coordination through everyday play. They begin to understand personal safety and develop healthy routines, such as handwashing. Children learn to recognise and express their emotions and receive sensitive support to manage them, which helps them develop resilience and emotional security. The childminder's specialist baby and safe-sleep training ensures that babies rest safely and comfortably. As a result, children feel nurtured and gain confidence. This enables them to engage fully in play and learning and supports their overall development.

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Curriculum and teaching Expected standard

The childminder designs a well-sequenced curriculum that builds on children's starting points and ongoing assessment. This ensures that all children, including those with special educational needs and/or disabilities, make steady progress and are prepared for the next stage of their learning. The childminder has a good knowledge of children's development. High-quality interactions support children's progress across all areas of learning. For example, babies and toddlers investigate and show curiosity as they explore a sensory box. They engage well, listening carefully to the sounds they make as they scrunch foil, or they develop their coordination as they lift lids to see what is under them. The childminder promotes mathematics as she counts with children while they play. For example, she creates excitement as she counts '1, 2, 3 whoosh' as children roll cars down a chute.

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Curriculum and teaching Expected standard

Children form close relationships with the childminder and their peers. This helps them to feel settled in her care. Children benefit from regular outings in the community, such as to the local library, where they engage with other children. This helps them to develop their social skills.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language effectively by narrating play. She introduces new words, such as 'rustle', to the children's vocabulary. However, on occasion, she does not allow babies and toddlers sufficient time to think and respond before intervening. The childminder adapts teaching to support children who face barriers to learning. However, some minor environmental limitations in the outdoor area reduce opportunities for babies to independently access resources.

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Inclusion Expected standard

The childminder identifies and assesses children's individual needs effectively. She gathers information from parents and uses this alongside ongoing observations and assessments. Any concerns are discussed promptly with parents, and the childminder applies her knowledge and experience to plan targeted support and next steps. Barriers to learning and wellbeing are reduced through suitable adaptations to the curriculum, environment and individual planning, ensuring that all children can fully access learning opportunities. For example, when children have physical difficulties, the environment is adjusted to provide appropriate space and support.

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Inclusion Expected standard

The childminder works closely with families, external professionals and agencies to implement a graduated approach, ensuring that children awaiting referral or diagnosis receive timely and appropriate support. Children's progress is regularly monitored, and support is reviewed to assess its impact. The childminder also explains how additional funding would be used effectively for resources, training or equipment to support children's learning and development.

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Leadership and governance Expected standard

The childminder shows a passion for improving outcomes for children. She demonstrates a clear understanding of the setting's strengths and identifies and has an action plan for areas for development. The childminder makes decisions that are in the best interests of all children, including those who are disadvantaged, those with special educational needs and/or disabilities and those who face additional barriers to learning or wellbeing.

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Leadership and governance Expected standard

Parents value the care and education their children receive and report feeling well supported and informed. They comment positively on the progress their children make and the range of experiences children enjoy beyond the home. The childminder supports both children and families to ensure continuity of care and children's wellbeing.

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Leadership and governance Expected standard

The childminder prioritises professional development and uses training to strengthen practice. She attends mandatory training, including safeguarding and paediatric first aid, and regularly participates in webinars and development programmes. She selects additional training in response to children's needs, such as baby care and school readiness, which has a positive impact on children's experiences and 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 experience a warm, nurturing, home-from-home environment where they feel safe, welcomed and valued. They form strong attachments with the childminder, which allows them to explore and engage in activities with growing confidence. The childminder has a lovely rapport with the children and their families. She responds to children's individual needs and supports their emotional wellbeing. Children develop their communication skills as the childminder narrates their play, introduces new vocabulary and engages them in meaningful conversation. They gain the confidence to express themselves and build the knowledge and skills needed to secure a strong start in life.

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

Parents consistently praise the childminder's care and report significant progress in their children's development, valuing the strong partnership and ongoing communication. Children benefit from a wealth of experiences both inside and outside the home, broadening their understanding of the world and supporting their social skills.

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

Children enjoy developing independence and learn important life skills, such as feeding themselves and following routines, within a caring and structured environment. Through these experiences, children feel a strong sense of belonging, achieve personal milestones and thrive, benefiting from the childminder's attentive guidance and well-organised provision.

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Next steps

The childminder should enhance children's communication to a higher level by ensuring that younger children have the time to think and respond.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:45 - 17:15

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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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Age range of children at the time of inspection

The childminder should develop the organisation of the environment to enable all children to make their own choices in play and to further support their independence.

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About this inspection

The inspector spoke with the childminder and took into account views of parents 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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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