Childminder

Childminder

Unique reference number (URN): 2538734 Registered with Ofsted: 05/08/2019 Registers: EYR

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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 because activities are adapted to their needs. They learn new words, copy actions and gain confidence through songs, stories and rhymes. Pauses and gestures help every child respond. Children develop concentration and problem-solving through building towers with blocks and exploring cause-and-effect toys. Sensory experiences, such as water play, allow children to explore safely while practising coordination.

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Achievement Expected standard

Children engage in daily routines, such as washing their hands before snack, which helps them gain independence. Children's physical skills are strengthened through balancing on soft play, outdoor climbing and simple ball games. Children with special educational needs and/or disabilities or developmental delays take part in all activities. Tasks are adapted so every child can succeed, which supports children to engage, build confidence and independence, and to learn the skills they need for their next stage of learning and starting school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets clear expectations and routines, helping children to know what to expect and understand the rules for kindness, sharing and taking turns. She builds a positive environment by modelling polite behaviour using 'please' and 'thank you', and by showing children how to take turns during activities and games. Her close one-to-one work helps her build warm, responsive relationships with the children. They look to her for reassurance, share their achievements with her and confidently approach her for help, showing that they feel safe, secure and valued in her care.

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Behaviour, attitudes and establishing routines Expected standard

Sessions are flexible to support parents' working patterns, while still ensuring children receive their planned hours. The childminder follows up when children do not attend and encourages punctual arrival so they do not miss out on learning. She adapts the weekly routine so every child can join in experiences, such as library visits or playgroups, regardless of the day they attend. She helps children stay focused and enjoy learning. If they become restless, she introduces action rhymes or movement games to re-engage them. She adjusts her support to match each child's age and stage of development, such as giving simpler guidance or extra encouragement when needed. Parents report that routines at the setting help their children feel secure. The childminder works closely with families to support routines and positive behaviour, understanding that trust and close relationships take time to build.

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Children's welfare and wellbeing Expected standard

The childminder knows each child well and adapts care to meet their individual needs, including children with special educational needs and/or disabilities or those who face barriers to learning. She provides gentle guidance and reassurance, helping children feel secure and valued. She builds responsive relationships with every child. She notices how children feel and responds calmly, offering comfort or encouragement when needed. Children learn to express themselves and manage their emotions. For example, they use movement games to release energy or singing to help them calm down.

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Children's welfare and wellbeing Expected standard

The childminder helps children understand their bodies, personal safety and healthy habits. She encourages handwashing before meals, supports the safe use of utensils and talks about eating fruit and vegetables while limiting sugar to protect teeth. Children practise coordination by rolling balls and problem-solving through stacking blocks. Routines are adapted to each child's stage so they can join safely and confidently. Children bring their own lunches from home. The childminder uses daily routines, such as sleeping and feeding, to meet each child's individual needs. She follows each child's home routine as closely as possible and works with parents to make sure children feel settled, secure and well cared for. Snack times are adjusted so all children can join comfortably, and outdoor play fits children's needs. The childminder works closely with families, sharing strategies to support routines. Parents report that their children are more confident, enjoy learning and respond

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Curriculum and teaching Expected standard

The childminder plans a broad, balanced curriculum that meets children's needs and builds on what they already know. She uses her assessments to check each child's progress and plan next steps across all areas of learning. Activities link to children's interests and introduce new skills at the right time.

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Curriculum and teaching Expected standard

Songs, stories and action rhymes help children develop communication and physical skills. The childminder models actions and uses gestures. She pauses so all children have time to respond. Children begin to remember key words from their favourite nursery rhymes. Sensory activities, such as exploring sand or water, encourage curiosity and focus. Children develop their physical skills through balancing on soft play equipment and catching balls. They explore early mathematical skills through magnetic blocks and jigsaws. These help children learn about shape, size and problem-solving. Sorting and stacking support counting, patterns and awareness of shapes.

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Curriculum and teaching Expected standard

The childminder supports children's personal, social and emotional development by encouraging turn-taking, celebrating effort and providing reassurance when needed. She creates a calm, nurturing environment where children feel safe and confident. The childminder adapts her teaching for children with special educational needs and/or disabilities (SEND). She uses visual cues, simple language, gestures and extra time so children can process information. She watches for non-verbal cues and adjusts activities so all children can join in and make progress. For example, at snack time, she adapts her teaching by breaking counting into small steps and matching the number of banana pieces to each number. This helps children with SEND, and those still developing language, to take part and succeed.

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Curriculum and teaching Expected standard

The childminder knows she needs to reorganise the environment more quickly when children need extra space. She is developing links with other settings and professionals so children receive consistent support.

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Inclusion Expected standard

The childminder creates an inclusive setting where all children feel welcomed, valued and supported. She observes children closely and notices their needs early, including how they communicate, move and join in activities. She adapts her approach for each child, ensuring everyone can take part safely and enjoy learning. For example, she uses gestures, repetition and pauses in stories to give children time to respond. Movement games help children rejoin activities if they become overwhelmed. Physical tasks are broken into steps, such as showing children how to catch a ball, to help them succeed.

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Inclusion Expected standard

The childminder works with families to share strategies and support learning at home. She is beginning to build partnerships with other settings and professionals to provide consistent support for children. This helps children, including those with special educational needs and/or disabilities, to take part fully and make progress alongside their peers. The childminder does not currently receive early years pupil premium or any additional funding, but she is clear that if she did, she would use it to support each child's unique learning and help them make steady progress.

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Inclusion Expected standard

She monitors children's progress and reflects on the impact of her support. Sensory experiences, such as water play, play dough and sound-and-effect books, meet individual needs and interests. The childminder updates her knowledge through training and independent research to improve her inclusive practice. Her approach ensures all children feel valued, can join in and gain confidence. By reducing barriers and adapting activities, she helps every child build independence and the skills they need to succeed.

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Leadership and governance Expected standard

The childminder recently returned to caring for children. Her last two inspections were when no children were on roll. She updates her knowledge and skills regularly and reflects on her practice. She completes training and independent research, especially to support children with special educational needs and/or disabilities (SEND).

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Leadership and governance Expected standard

Parents share information about their children before they start. The childminder uses this to plan activities that build on children's interests. She shares daily updates and talks about children's progress. She understands that trust takes time, and parents report feeling confident and involved in their child's learning.

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Leadership and governance Expected standard

The childminder is beginning to develop links with other settings children attend. She takes part in shared activities, such as reading stories, although detailed information about children's learning is not yet fully shared. She manages her workload carefully, considering the number of children in her care so every child receives consistent attention and support. Decisions about activities, routines and the environment are made in the best interests of all children, including those with SEND or who face barriers to learning. The childminder reflects on her practice and identifies ways to develop her skills so she can continue to help children move safely, engage fully and enjoy learning.

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

Children feel safe and cared for in this setting. The childminder watches them closely throughout the day, supporting play, meals and routines. Calm and familiar routines help children feel secure and settled, so they can explore and learn with confidence.

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

Children enjoy learning through play. They take part in music, stories, sensory activities, building blocks and outdoor play. Parents say that their children enjoy painting and books, and the childminder uses this information to plan activities that match children's interests. She adapts games, stories, and songs so that all children, including those with special educational needs and/or disabilities (SEND) or those from disadvantaged backgrounds, can join in. For example, when children independently pretend to pull and wind a bobbin, the childminder claps with delight to celebrate their success.

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

Children make steady progress from their starting points. They develop physical skills through balancing on soft play, coordination through stacking blocks, and problem-solving through sorting and building. Communication is supported through songs, stories and simple daily routines. Children with SEND, or those who face barriers to learning, receive extra support, so they can take part at their own pace and build confidence. Children develop independence and resilience. The childminder encourages them to try tasks on their own, such as washing their hands or helping to tidy up, giving praise for children's efforts. She gently introduces social interactions, helping children learn to play and take turns with their peers. Children sometimes meet other childminders' groups, widening their social experiences.

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

Overall, parents feel welcomed and involved. The childminder shares observations and concerns sensitively and works closely with families to support routines and learning at home. Parents report that their children are more confident, enjoy learning and respond positively to routines. The childminder understands that attendance matters and follows up with parents when their children change days. She makes sure every child feels included, valued and supported to grow, learn and do well.

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Next steps

The childminder should organise and manage the floor space more effectively to ensure children can use the environment safely and make the most of learning opportunities. The childminder should seek additional ways to work with other settings the children attend to develop consistent strategies that further support children's learning and development.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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

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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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