Childminder

Childminder

Unique reference number (URN): 306694 Registered with Ofsted: 30/06/1999 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 secure progress from their varied starting points. Children develop their communication and language skills, confidently joining in conversations and using new vocabulary. They join in with songs and have ready access to books. Children choose books and sit with the childminder, eager to hear their favourite story. They develop their speech and a love of books.

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Achievement Expected standard

Children acquire the essential knowledge and skills needed for later learning, particularly in mathematics. They demonstrate growing independence, curiosity and resilience when tackling new challenges. Older children show readiness for school through activities that prepare them well. They develop their independence through routines and engage positively with adults. Regular attendance at local playgroups further enhances children's readiness for school by providing consistent opportunities to practise these skills in a wider social context.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created a warm and positive environment, where children clearly understand the expectations for their behaviour. Children respond well to the predictable routines of the day, which help them to feel safe and confident in their surroundings. The childminder adapts questions and topics of conversation for each child, specific to their stage of development. This ensures all children feel valued and part of the childminder's routines.

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Behaviour, attitudes and establishing routines Expected standard

Relationships built on trust underpin the setting's calm atmosphere. The childminder models kindness, patience and respect, and children mirror these back. They learn to share resources, take turns and tidy up after themselves. The childminder demonstrates a consistent approach to managing children's behaviour. This contributes to children's growing confidence, positive attitudes to learning and willingness to try new experiences.

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Behaviour, attitudes and establishing routines Expected standard

The childminder places a high priority on attendance, working closely with families to establish routines that support their circumstances. When children struggle to manage their emotions or behaviour, the childminder considers their individual circumstances and any recent information gathered from parents and carers. This helps the childminder to support children to regulate their emotions.

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Children's welfare and wellbeing Expected standard

The childminder is effective in meeting the individual needs of all children. The childminder knows each child very well. Secure attachments with children are clear. Children enjoy warm interactions that help them to feel valued and understood. The childminder teaches children to recognise and express their emotions through appropriate language, stories and by modelling calm problem-solving. Children have freedom to practise their physical skills outside and learn strategies that keep them safe. For example, when children use a balance bicycle, the childminder talks with them about the correct techniques to start and stop and what hazards to be aware of. As a result, children learn transferable skills needed to stay safe.

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Children's welfare and wellbeing Expected standard

Children learn about staying healthy, for example from practising handwashing to understanding why certain foods help their bodies grow. The childminder promotes children's physical development through safe exploration indoors and outdoors. She manages routines thoughtfully. Clear communication between the childminder and families ensures continuity of care for children. The childminder maintains an inclusive environment with high expectations for every child's welfare. As a result, children develop a sense of security and wellbeing.

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Curriculum and teaching Expected standard

The childminder has clear views on the strengths of her curriculum. There is an emphasis on children's communication and language and early mathematics. The childminder recognises the importance of offering a broad curriculum. However, teaching is focused largely on mathematics for some children, and while this is very supportive of their individual next steps in learning, further focus on other areas of learning would also be beneficial. That said, overall, children do make good progress in all areas of learning as expected.

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Curriculum and teaching Expected standard

The childminder has secure knowledge of child development and uses this to shape well- sequenced learning experiences in some areas. For example, she builds on children's vocabulary during routines such as snack and dinner times. The childminder uses these moments to enhance the personal, social and emotional development of children. For example, children discuss how food and exercise are important for keeping their bodies healthy. The childminder ensures that children have opportunities to practise their physical skills in the outdoor area, using a variety of resources to maintain interest.

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Curriculum and teaching Expected standard

The childminder uses assessment effectively to know children's current attainment and plan for their next steps. For example, she introduces mathematical concepts, such as counting and recognising numbers, building on the children's current understanding. Children combine development areas through games as they practise their fine motor skills and learn to recognise numbers. This allows children many opportunities to practise and build on what they have learned.

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Inclusion Expected standard

The childminder demonstrates a commitment to creating an inclusive culture, where children's needs are understood and met. She identifies children's individual needs promptly through careful observations, regular conversations with families and purposeful engagement with other professionals. The childminder has a clear understanding of how to use early years pupil premium funding effectively to help close gaps for children who receive it.

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Inclusion Expected standard

Children with emerging special educational needs and/or disabilities (SEND) benefit from well-targeted support that reduces barriers to their learning. The childminder adapts routines and provides reasonable adjustments, such as visual prompts and simplified instructions. This ensures that all children can participate fully in activities. The childminder reviews her professional development to support children with SEND and ensure that strategies continue to make a positive impact. She maintains strong partnerships with external agencies, such as speech and language services, to extend opportunities that promote children's progress.

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Leadership and governance Expected standard

The childminder demonstrates a clear commitment to providing quality care for all children. She has an understanding of the setting's strengths and takes meaningful action to address areas that have been identified for improvement. The childminder's strengths in teaching the mathematics curriculum for example, is to be mirrored across all areas of the early years curriculum.

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Leadership and governance Expected standard

The childminder plans her future professional development around her current experience and any children that may need support. This allows her to target areas of development that need to be enhanced. The childminder values the input of parents and carers greatly. She uses regular feedback from families to enhance the care on offer.

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Leadership and governance Expected standard

The childminder maintains productive partnerships with external services, enhancing support for children and families. The childminder uses information provided by other professionals to develop strategies and activities that help children to make progress. This reflective approach ensures children remain happy, secure and safe.

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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 enthusiastic learners and show curiosity about the activities on offer. They explore the outdoors, investigate natural materials and take pleasure in games and role play. However, because the childminder does not implement the curriculum consistently, children's learning experiences vary across some areas. The childminder weaves early mathematics through most daily activities and routines but plans less reliably for other areas of the curriculum. This means children do not always learn or practise skills that build their knowledge over time.

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

Children thrive emotionally in this warm and welcoming home-from-home environment. They build trusting relationships with the childminder, who knows them well and responds to their needs with kindness and understanding. As a result, children settle quickly. Children feel valued and listened to. This helps all children to develop confidence and a clear sense of belonging.

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

Children enjoy their learning. They eagerly explore craft materials, listen to familiar stories and delight in outdoor adventures. Children confidently seek interactions throughout the day and independently access resources of choice. Children enjoy being part of a small group, where they learn early friendship skills and develop confidence when sharing toys or joining in conversations. Families are welcomed and feel comfortable discussing their children's needs.

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

All children develop their confidence and independence, especially during snack times and outdoor play. They show real joy in their play and concentrate well when exploring themes, such as the Arctic with animals, trains and real ice. Children develop a love of books through story times with the childminder, who reads with great enthusiasm.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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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Next steps

The childminder should enrich the curriculum even further to consistently ensure children build a firm foundation across all seven areas of learning.

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About this inspection

The inspector spoke with the childminder and children 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 inspection

A quality assurance visit by an additional inspector was carried out at this 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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