Childminder

Childminder

Unique reference number (URN): EY377483 Registered with Ofsted: 01/08/2008 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Children thrive within well-established routines that promote their confidence, emotional security and overall wellbeing. A particular strength of the setting is how the childminder supports children with special educational needs and/or disabilities to manage any upcoming changes to the usual routine with notable success. For example, she provides clear explanations, visual prompts and ongoing reassurance to ensure that children feel included in decisions about them and understand what is happening. This minimises any possible anxiety and enables children to participate confidently.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder creates a warm, purposeful environment with clear and consistently applied expectations for behaviour. Children understand these expectations well, supported by gentle reminders, positive language and meaningful praise. The childminder actively promotes social skills and cooperation. Children benefit from a wide range of games, shared tasks and discussions, which are used very effectively to reinforce turn-taking, fairness and respect for others. This supports children effectively to develop positive attitudes towards developing relationships with others.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder places high importance on punctuality and regular attendance. She promotes clear expectations around timings, which helps the children understand the importance of being on time. The childminder monitors children's attendance carefully and works in effective collaboration with local schools. This ensures that children receive the maximum benefit from their time at school and her setting.

p.2

Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the heart of her provision. She builds strong and trusting relationships with all children in her care. The childminder spends time at the end of the school day with each child. She provides space for them to reflect on their day at school and talk through any challenges and celebrate their successes. This safe space allows for children to share their feelings and helps children to feel emotionally supported following the transition from the school environment. Children with special educational needs and/or disabilities are supported through clear explanations and regular check-ins, helping them to feel secure, particularly when routines change.

p.2

Children's welfare and wellbeing Strong standard

The childminder promotes healthy lifestyles through daily opportunities for physical activity. She encourages children to be active after the school day, supporting the physical wellbeing, coordination and stamina. These regular opportunities help children to release energy, develop healthy habits and maintain good physical health as part of a balanced daily routine. The childminder works closely with parents and, where appropriate, the local school to ensure continuity of care and consistent support for children's welfare and wellbeing.

p.2

Children's welfare and wellbeing Strong standard

The childminder prioritises children's safety. For example, she uses well-planned procedures for walking them home from school. She sets clear expectations, enforces sensible safety rules and provides structured supervision, such as pairing children up, ensuring that they remain safe throughout the journey.

p.2

Inclusion Strong standard

The childminder creates a welcoming, inclusive environment where every child is valued. She makes effective use of her experience in the teaching profession to make accurate assessments of children's individual needs, which she ensures are met to a very high level.

p.3

Inclusion Strong standard

The childminder takes proactive steps to reduce any barriers so that children can engage fully and confidently. She works collaboratively with parents, the school and other professionals, where appropriate. This ensures that support is precisely tailored and focused on children's enjoyment and responsive to each child's circumstances. Children's experiences are enriched and personalised, with opportunities to express their views and have these acted upon. This responsive approach ensures that all children feel included and valued and firmly ensures that children's experiences are central to the quality in the provision.

p.3

Inclusion Strong standard

The childminder demonstrates a secure understanding of additional funding, including how it can be used to support children with special educational needs and/or disabilities. She ensures that her knowledge of how to apply for funding is kept up to date, should the need arise.

p.3

Leadership and governance Strong standard

The childminder offers a valuable service to families by providing reliable, high-quality before- and after-school care that complements children's experiences at school. She draws on her professional background as a qualified teacher effectively to inform her practice within a childminder context. The childminder uses her extensive knowledge of child development and learning to respond sensitively to children's needs, particularly during transitions between home, school and the setting. The childminder listens carefully to children's views and acts on them to enhance the quality of children's experiences. For example, she has made sensitive adaptions to routines and the activities she provides to ensure that all children, including those with special educational needs and/or disabilities, can participate fully.

p.3

Leadership and governance Strong standard

The childminder is committed to ongoing continuous professional development. She regularly accesses a wide range of training opportunities that are relevant to the context of the care she provides. For instance, safeguarding, child welfare and other key aspects of childcare. The childminder is reflective and forward thinking and remains well prepared for any future expansion of the provision. This includes support for younger children's learning during the school day. She ensures that any future growth in the provision is carefully planned and underpinned by secure knowledge and skills, in order to maintain the high- quality, safe and responsive care for all children.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

All children, including those with those with special educational needs and/or disabilities, are well cared for. They demonstrate a strong sense of safety and security within this nurturing, calm and welcoming setting. The childminder creates a secure environment where children are supported sensitively as they arrive before school and settle after the school day. Clear routines, high expectations and consistent reassurance help children feel confident and relaxed. They benefit from strong, trusting relationships with the childminder, where they feel listened to and valued.

p.4

About this setting

Type: Childminder Children confidently follow the setting's routines and respond well to the childminder's high and consistently applied expectations. For example, on arrival at the setting, they independently take responsibility for their personal care, as they put away belongings and wash their hands before settling down promptly to group activities with their friends, without the need for any reminders. This reflects the effectiveness of the childminder's consistent routines and high expectations for children's independence and self-care.

p.5

About this setting

Children enjoy their time at the setting. After the school day, they have opportunities to relax, talk about their experiences and engage in activities that reflect their interests. For example, older children confidently choose to play tunes on the keyboard and take pride in sharing the music with younger friends. The spontaneous play supports children's confidence, creativity and enjoyment while also helping them develop positive social skills. The childminder recognises and values these moments, giving children time and space to explore their interests without interruption.

p.5

Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

p.5

About this inspection

The inspector spoke with the childminder, the children and the parents during the inspection.

p.5

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. Registration date: 01/08/2008

p.5

About this inspection

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

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.6

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.

p.6

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

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 .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.7