Childminder

Childminder

Unique reference number (URN): EY476001 Registered with Ofsted: 09/04/2014 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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Children's welfare and wellbeing Strong standard

Children experience care that is carefully matched to their individual needs, helping them to consistently feel safe, settled and valued. The childminder has a robust settling-in process that is tailored to each child. She works closely with parents from the outset, gathering detailed information about children's routines, interests and preferences to ensure smooth and supportive transitions into the setting.

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Children's welfare and wellbeing Strong standard

Children form strong, secure and positive relationships that underpin their emotional security and growing confidence. These attachments help children feel comfortable seeking reassurance and support. For example, children choose to sit close to the childminder and respond positively to her calm voice and gentle encouragement. Children who are disadvantaged receive targeted care that reduces barriers to learning and development. The childminder identifies children's needs early and works in partnership with parents and other professionals to ensure that children feel supported and emotionally secure.

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Children's welfare and wellbeing Strong standard

Children are consistently supported to develop their understanding of health, safety, wellbeing and physical development through well-structured routines and experiences. They learn about personal hygiene, healthy eating and physical activity in meaningful ways and begin to recognise risks in age-appropriate contexts. For example, during snack time, children are guided to use child-safe knives to chop their own bananas, strengthening coordination while learning to handle tools safely. Consistent routines for sleeping and mealtimes meet children's individual needs and promote comfort, independence and emotional wellbeing.

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Achievement Expected standard

Children make steady and secure progress through a well-sequenced curriculum that builds on their individual starting points across all 7 areas of learning. Their development in communication and language is particularly well supported. Children listen well, follow instructions and share their ideas. They use a growing range of vocabulary and take part in back-and-forth conversations, which supports the development of skills needed for later learning.

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Achievement Expected standard

All children, including those who are disadvantaged and those with special educational needs and/or disabilities, make sustained progress from their starting points. Barriers to learning and wellbeing are reduced, enabling children to engage fully in the curriculum. Children develop independence, confidence and essential early skills that help them to be ready for their next stage of learning, including the move to school, where appropriate.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a calm, nurturing and positive environment where children feel safe and secure. Well-established daily routines support children's independence and confidence. For example, children tidy away toys and follow mealtime routines with confidence. The childminder uses consistent praise to encourage positive behaviour. However, on occasion, opportunities are missed to help children fully understand the impact of unwanted behaviour on others, which limits their understanding of why positive behaviour is expected.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children behave well and show kindness and respect towards one another. They use polite manners, take turns during play and are supported to share resources. The childminder helps children resolve minor disagreements calmly and fairly, which supports the development of positive social skills and early friendships. Children play alongside their peers and demonstrate growing self-control and independence within familiar routines.

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Behaviour, attitudes and establishing routines Expected standard

Strong and secure relationships between the childminder and the children are evident. Well- planned settling-in arrangements help children feel confident and supported, particularly younger children who regularly seek reassurance. The childminder actively promotes regular attendance and punctuality with families and explains the importance of consistent routines. As a result, children benefit from continuity in their learning, feel secure in the daily structure and make steady progress over time.

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Curriculum and teaching Expected standard

Overall, the childminder supports children's development across all areas of learning well. Children learn new vocabulary and mathematical language through daily routines, play and planned experiences. The childminder has lots of resources that excite and interest children. However, at times, the layout and availability of resources divert children's attention during planned activities. This can interrupt the childminder's interactions, and opportunities to successfully re-engage children are not always maximised. As a result, children's engagement and sustained interest in learning are not yet consistently supported.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of her curriculum and reflects regularly on teaching quality to support improvement. For example, the childminder has attended recent training to strengthen children's communication and language development. Children enjoy daily opportunities to sing and listen to stories to further enhance their language skills. The curriculum builds carefully on what children already know and can do.

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Curriculum and teaching Expected standard

The outdoor environment is used effectively to support children's physical and personal, social and emotional development. For instance, children enjoy daily outdoor play where they run, climb and balance. The childminder has created a nature area where children watch birds and insects, which helps to develop curiosity. These experiences support children's confidence, independence and emotional security.

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Curriculum and teaching Expected standard

The childminder gets to know children well, including those who are disadvantaged or those with special educational needs and/or disabilities. Teaching is adapted appropriately, including reasonable adjustments where needed. Assessments are used to check what children know and can do, and the childminder tailors her teaching to different starting points and needs.

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Inclusion Expected standard

The childminder recognises each child as an individual and works closely with families to help reduce barriers to learning. She makes thoughtful adaptations to the environment to promote inclusion and ensure that children feel valued. For example, equipment is carefully selected, so all children can participate fully in daily routines, including mealtimes. The childminder works in partnership with parents and, where appropriate, other professionals to ensure that children receive the support they need to learn well and make positive progress.

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Inclusion Expected standard

The childminder demonstrates a secure understanding of how to use early years pupil premium funding effectively. Additional funding is targeted to improve children's experiences and help reduce the impact of disadvantage. For instance, resources such as books and suitable outdoor clothing are purchased, so children can access learning opportunities in all weathers. This supports children's wellbeing and participation in the curriculum.

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Inclusion Expected standard

Children benefit from a wide range of enjoyable and purposeful experiences beyond the home. They regularly attend local playgroups and meet other childminders and children, which helps to extend learning and support their social development. Although no children with special educational needs and/or disabilities (SEND) were on roll at the time of inspection, the childminder clearly explains how she uses assessment to monitor progress and identifies the effective arrangements she has in place to support children with SEND when required.

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Leadership and governance Expected standard

The childminder demonstrates a thoughtful and positive approach to working in partnership with parents and other professionals, recognising the importance of open and effective communication in supporting children's education, care and wellbeing. Parents comment positively on how much their children enjoy the daily outings in the childminder's walking 'bus', which help to extend learning and promote excitement and curiosity. Communication with parents is effective and consistent, with daily conversations and shared photos that keep them well informed about what their children have been doing. The childminder also provides clear information about children's progress, including their achievements and next steps. In addition, she sends home learning bags filled with exciting resources linked to children's next steps. This supports strong continuity between home and the setting and helps children feel secure and confident.

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Leadership and governance Expected standard

The childminder continues to reflect on, and evaluate, her setting to ensure that children have the very best experiences. She demonstrates a strong commitment to professional development and reflective practice. For instance, the childminder completes targeted training on how children learn, including courses focused on child development and communication and language. She works closely with other local childminders to share good practice and regularly attends webinars to keep her knowledge and skills up to date. The childminder reflects on this learning to evaluate the impact on her practice, adapting interactions, routines and activities to better meet children's individual needs. As a result, children benefit from an inclusive learning environment that supports their development effectively.

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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 very well cared for. They feel safe and secure in this nurturing and experienced childminder's care. The environment is calm and welcoming and filled with a broad range of resources for children. Strong relationships between the childminder and the children help them to feel valued and emotionally secure. Children confidently explore their surroundings and seek reassurance when needed. This supports children's wellbeing and readiness to learn.

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

Children develop a strong love of learning from an early age. The childminder provides an ambitious curriculum that supports children's individual interests well. She organises the environment to encourage choice and curiosity. For example, children independently select books and explore them together. These experiences support children to make secure progress from their starting points. Children develop age-appropriate skills for their eventual move to school.

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

Children develop strong and positive social skills with their peers. The childminder takes children on regular outings to playgroups, soft-play centres and the library. Children enjoy socialising with others in different environments. These experiences widen children's social understanding and confidence. Children who are disadvantaged and children with special educational needs and/or disabilities experience an inclusive and welcoming environment.

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

The childminder skilfully identifies children's next steps through careful and ongoing assessment. She plans purposeful learning opportunities to meet individual needs. Children learn independence skills and begin to manage their own personal care needs with support from the childminder. The childminder actively promotes regular attendance with families to support consistent learning. Parents contribute positively through strong partnerships and regular information-sharing. The childminder gathers feedback from parents and values their contributions.

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Next steps

The childminder should consider the learning environment during planned activities to reduce distractions and refocus children's attention on learning. The childminder should explain to children about the impact of any unwanted behaviour so that they gain a secure understanding of why they should behave well.

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About this inspection

The inspector spoke with the childminder and the children during the inspection. She spoke to and looked at parents' written comments provided for the purpose of 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 setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 05:30

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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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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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