Childminder

Childminder

Unique reference number (URN): 112416 Registered with Ofsted: 06/11/2000 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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Behaviour, attitudes and establishing routines Strong standard

The childminder maintains very high expectations of children's behaviour. She sets clear rules and boundaries to help children to keep themselves and others safe. For example, when walking home from school, children follow familiar routines and know they must walk in pairs and stop at regular points so the childminder can complete head counts. This consistent approach helps children to understand expectations and promotes a very effective sense of responsibility and safety.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is committed to creating an environment where all children, including those with special educational needs and/or disabilities or those who face other barriers, feel safe, secure and valued. The childminder ensures that children enjoy a broad range of enriching experiences. Children report they thoroughly enjoy attending the setting, interacting with their peers, playing outdoors and eating the healthy and nutritious snacks the childminder provides.

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Behaviour, attitudes and establishing routines Strong standard

Children behave exceptionally well. Their positive behaviour is supported by warm and nurturing relationships that help them feel secure and valued. Throughout their interactions, the childminder encourages positive behaviour and teaches children to share, take turns and play cooperatively. The childminder uses positive strategies, such as to help children to develop an age-appropriate understanding of their feelings and how to manage these.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with families to ensure that children attend regularly and arrive on time. This helps children to gain the maximum benefit from what the setting offers.

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Children's welfare and wellbeing Strong standard

Children build very warm and positive relationships with the childminder, any assistants she works with and their peers. The childminder is deeply committed to supporting children's emotional development and understands the importance of secure attachments in supporting children's emotional wellbeing. She uses effective strategies, such as initial settling-in sessions, to help children feel comfortable and adjust to the setting.

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Children's welfare and wellbeing Strong standard

The childminder is highly effective in supporting children to develop an awareness of how to keep themselves safe. During daily walks to school, they learn about road safety and the importance of stopping and listening when asked. The childminder also teaches them how to stay safe online through age-appropriate discussions. She displays informative posters in her home and shares guidance with parents and carers.

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Children's welfare and wellbeing Strong standard

Children benefit from regular fresh air and exercise as part of a healthy lifestyle. The childminder ensures that children enjoy frequent visits to local parks, and they walk to and from school each day, which supports their physical development and wellbeing. Mealtimes are calm and social occasions where children sit together and chat. The childminder joins them at the table, closely supervising the youngest children to ensure that they are safe and well supported.

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Inclusion Strong standard

The childminder has embedded a very effective culture of inclusion. She works highly effectively with parents and carers and school staff to share information and ensure that children's needs are fully met. Parents describe the childminder's guidance and care as invaluable, particularly her commitment to working with other professionals to ensure continuity between home, school and the childminding setting.

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Inclusion Strong standard

The childminder successfully supports children to develop an awareness of people and communities beyond their own. For example, she sponsors a charity in Sri Lanka, and children help collect items for her to take when she visits. Children speak fondly about these experiences and proudly point to a picture of children who attend the pre-school supported by the charity. These inspiring experiences help children to develop respect, tolerance and a genuine interest in the wider world.

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Inclusion Strong standard

The childminder and any assistants she works with demonstrate a secure understanding of their roles and responsibilities in supporting children with special educational needs and/or disabilities, as well as those facing other barriers to learning. They have completed relevant training and work closely with other settings that children attend. The childminder ensures that strategies are consistent and tailored to support each child effectively.

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Inclusion Strong standard

The childminder is committed to ensuring that all children, including those who speak English as an additional language, feel part of the group. She encourages children to share their individual experiences with others. For example, when children celebrate their birthdays, they sing 'Happy Birthday' in several different languages.

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Leadership and governance Strong standard

The childminder ensures that her provision is consistently of a high quality, inclusive and aligned with the needs of all children. She methodically reviews her provision. The childminder uses ongoing self-evaluation to identify current strengths and areas where she feels children would benefit from improvements being made. She considers changes to practice well and implements them smoothly, sustaining positive outcomes for children. This highly reflective approach ensures that any children facing barriers to learning are supported to the best of her ability.

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Leadership and governance Strong standard

Partnerships with families and external professionals are effective and enhance children's experiences. The childminder monitors children's attendance closely, with timely follow-ups to support routine and engagement. The childminder's thoughtful and reflective leadership ensures that the setting operates effectively, inclusively and in the best interests of all children.

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Leadership and governance Strong standard

The childminder prioritises professional learning. Ongoing training in strategies to support children strengthens her practice and supports consistently high-quality care. The childminder provides thoughtful supervision, guidance and workload support for any assistants she works with, promoting their wellbeing and professional confidence. She ensures that any assistants she works with have a manageable workload and regular discussions about this. The assistants report that they feel well supported and valued by the childminder to enable them to undertake their roles to a high standard.

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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 show impressive levels of respect, empathy and tolerance towards one another. The childminder and any assistants she works with recognise each child as an individual and are highly attuned to their unique needs. The childminder is deeply committed to

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About this setting

ensuring that all children, including those with special educational needs and/or disabilities or who face other barriers to learning, are fully included in every aspect of the provision. She responds with sensitivity, offering reassurance, comfort and guidance whenever it is needed. The childminder thoughtfully adapts the environment and resources so that all children can participate alongside their peers. This emotionally nurturing atmosphere and inclusive environment helps children to develop resilience and build the confidence required to manage new situations and acquire a genuine sense of belonging.

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About this setting

Children flourish in the care of the kind and caring childminder and any assistants she works with. The childminder's consistent and nurturing approach creates an environment where children feel emotionally secure and confident to explore. They demonstrate the social and emotional foundations that will support them well as they move on to future stages. Children are friendly and confident, and the childminder is a positive role model. She teaches children to listen, communicate positively and understand the difference between right and wrong. Children respond well and successfully develop valuable social skills.

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About this setting

The childminder provides a rich and varied range of experiences, such as arts and crafts, outdoor play, books and stories, as well as calm and cosy spaces where children can rest and relax. This balanced provision enables children to explore, learn and unwind in a nurturing and responsive environment.

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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.

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About this inspection

The inspector spoke to the children, the childminder and her assistant 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. Unique reference number (URN): 112416

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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

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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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