Childminder

Childminder

Unique reference number (URN): EY430827 Registered with Ofsted: 18/08/2011 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 progress from their starting points across all areas of learning. They develop confidence, independence and early communication skills through daily routines, play and structured activities. Consequently, children gain the foundational skills needed for their next stage of learning.

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Achievement Expected standard

Children with barriers to their learning make steady progress relative to their starting points. Children sustain attention while playing with cars and ramps, count objects and repeat words or phrases. They demonstrate developing concentration, early numeracy, and language skills. Children are suitably prepared for their next stage of learning, particularly in relation to social interactions, independence and self-care. They practise routines that promote responsibility and confidence, such as dressing, washing hands and tidying resources.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and demonstrate positive attitudes to learning. The childminder promotes the importance of regular attendance and punctuality through clear communication with families. As a result, children attend regularly and arrive settled and ready to learn. Established routines help children understand expectations and feel secure, enabling smooth transitions between activities. Children independently choose resources, settle quickly into activities and respond calmly to prompts. Children develop responsibility, independence and confidence and engage purposefully in activities.

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Behaviour, attitudes and establishing routines Expected standard

Relationships are warm and respectful. Children consistently demonstrate kindness and consideration for others. During activities with ramps and cars, children count together, wait their turn and collaborate to solve problems. Children show thoughtful behaviour towards adults and their friends. For example, children get a chair out for the childminder without being asked, and they ensure that others are included in play. Children develop patience and empathy.

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Behaviour, attitudes and establishing routines Expected standard

Behaviour is managed calmly, and children understand expectations. The childminder models respectful interactions and reinforces expectations through clear, positive guidance. When minor disagreements occur, the childminder supports children sensitively to restore positive interactions. This approach helps children to feel secure, valued and understood. Consequently, children demonstrate age-appropriate self-control and engage in activities for sustained periods.

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Children's welfare and wellbeing Expected standard

Children's safety, health and emotional wellbeing are appropriately supported through care that meets their individual needs. Secure attachments are evident, particularly for younger children, who confidently seek reassurance and comfort when needed. For example, during story time, children sit close to the childminder and join in with familiar words and actions. Children feel emotionally secure, safe and valued. Healthy lifestyles are promoted effectively through clear expectations around hygiene, nutrition and physical activity. Children routinely wash their hands before snack and are encouraged to make healthy choices. They engage regularly in outdoor and active play, such as climbing, pushing wheeled toys or kicking balls. This supports the development of motor skills. Meals and snacks are well balanced and reflect children's dietary needs and preferences. Children develop positive habits and an emerging understanding of how to

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Children's welfare and wellbeing Expected standard

Children develop independence in self-care through daily routines. For example, children attempt to put on their own coat and help tidy away after activities. Consistent expectations help children to develop confidence, resilience and a growing sense of responsibility. As a result, children manage daily routines and transitions well and develop the skills needed for their next stage of learning. Children with special educational needs and/or disabilities and those who face other barriers to their learning or wellbeing receive tailored support so they can participate fully and develop confidence.

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Curriculum and teaching Expected standard

The curriculum supports key areas of children's development while reflecting their interests and developmental stages. It is based on familiar daily routines and play, which children respond to positively and engage with independently. Children develop essential skills for future learning while exploring at their own pace. The childminder attends regular training and networking, which supports reflective practice and promotes children's learning and wellbeing.

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Curriculum and teaching Expected standard

Teaching during routines and activities is appropriate. For example, at snack time, children count items, discuss pictures and practise simple conversations while the childminder models language. Consequently, children gain confidence in communication and develop mathematical awareness and social skills. During story sessions, visual cues support children to follow, ensuring that they can participate fully. Children are engaged and demonstrate enjoyment in their learning. Praise is used to encourage participation and reinforce achievements. For instance, when building with bricks, children name colours and explore construction, showing curiosity and developing motor skills. Observations and assessments are used to monitor progress and identify next steps, which are communicated with parents and carers to support continuity at home.

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Curriculum and teaching Expected standard

Teaching does not always support children to sustain concentration and focus on their learning consistently. For instance, background music during activities such as story time distracts some children. This means that they do not always engage fully with listening, language and adult guidance.

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Inclusion Expected standard

Children's individual needs are identified and supported appropriately. Observations, ongoing assessment and regular communication with families help the childminder understand children's starting points and monitor their progress. The childminder collaborates with parents and carers and relevant professionals to ensure all children receive the support they require, contributing to positive learning outcomes. Support strategies are embedded into daily routines. For example, children who need additional communication support are given extra time to respond during story or snack sessions, and visual prompts are used to reinforce understanding. Children are encouraged to communicate in different ways, including using gestures or choosing objects. The childminder responds positively and extends language by modelling phrases and words. For example, during music sessions, children who are less vocal are given coloured ribbons to

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Inclusion Expected standard

represent parts of a song, enabling them to contribute fully. Children feel valued for their contributions.

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Inclusion Expected standard

The childminder engages in regular professional development through training, networking and local authority support. The childminder's inclusive approach ensures that children's individual needs are met and that they make progress. However, the childminder does not have a secure understanding of how to use additional funding to further enhance outcomes for disadvantaged children. As a result, opportunities to target support are not always maximised.

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Leadership and governance Expected standard

The childminder reflects on her practice and attends training to improve her provision, enhancing children's learning, care and overall development. She recognises the strengths of her setting, particularly the secure attachments she forms with children and the focus on their wellbeing. The childminder has identified areas for development and makes thoughtful improvements that respond to children's individual needs. Since the last inspection, she has adapted her provision to meet the changing needs of families, demonstrating a flexible approach. She understands the need to continue to improve teaching and to enhance her understanding about how to support children in receipt of additional funding.

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Leadership and governance Expected standard

Partnerships with parents and carers are positive and supportive. Communication is regular and informative, with daily verbal feedback and written reports helping to maintain continuity of care between home and the setting. Parents value the guidance they receive on routines, transitions and healthy habits. As a result, they feel well informed and confident in supporting their children at home.

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Leadership and governance Expected standard

The childminder is well organised and reflective, helping the setting run smoothly. She creates a warm, nurturing environment where children feel safe, valued and confident. This secure foundation supports children's wellbeing and encourages them to engage happily in their play and learning.

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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 experience a calm and welcoming environment, where they feel safe and valued. They form secure and trusting relationships with the childminder, strengthening their emotional security and helping them to settle quickly. Children confidently explore their surroundings, knowing that reassurance is available. During music and movement activities, children imitate animals and experiment with different actions, returning briefly to the childminder for guidance before re-engaging independently.

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About this setting

Daily routines support children to develop independence and responsibility. Children understand expectations and move between activities calmly and with growing confidence. They wash their hands independently, help to prepare snacks, and tidy away resources with minimal support. Children develop practical life skills. They enjoy learning and participate enthusiastically in activities such as stories, songs, sensory play and creative experiences. Children with different starting points, including those with special educational needs and/or disabilities and those with other barriers to their learning, participate alongside their friends through sensitive adaptations. For example, during story time, children use visual cards to follow narratives, enabling those with communication skills that are less well developed to join in fully and feel that their contributions are valued.

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About this setting

Children's wellbeing is promoted through nurturing care and a focus on social and emotional development. They show enjoyment in shared experiences, such as sitting close during story time and joining in with familiar words and actions. Children are settled, happy and develop the personal, social and emotional skills required for their next stage of learning. Attendance is promoted effectively as the childminder communicates clearly with families and establishes consistent routines. Consequently, children attend regularly and benefit from continuity in daily learning and social experiences that support their sense of belonging.

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Next steps

The childminder should develop her knowledge of how to access and use additional funding, such as the early years pupil premium, to enhance support for disadvantaged children and families. The childminder should develop her teaching further to help children concentrate on their learning with more focus.

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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. Unique reference number (URN): EY430827

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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

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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