Childminder

Childminder

Unique reference number (URN): EY293272 Registered with Ofsted: 27/10/2004 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

Generally, children achieve well in their learning and development. They learn new words and how to construct sentences by listening to stories. Children become confident communicators. They learn how to do things for themselves and learn how to get along with others. Children develop a variety of physical skills, from learning to walk to running and balancing. Children with additional learning needs are supported appropriately to help them make best progress in their learning.

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Curriculum and teaching Expected standard

The curriculum offers various interesting activities based on different areas of learning and meets the needs of those who require extra support. The childminder promotes children's communication, language and literacy skills effectively. She provides a range of books readily accessible to children who happily select their favourite stories to browse through. The childminder reads stories to children in lively tones, and children especially enjoy the interactive stories where they feel different textures in the book. The childminder teaches children new words to describe the textures, such as 'fuzzy', 'bumpy' and 'fluffy'.

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Curriculum and teaching Expected standard

Overall, the childminder supports children's independence skills. For instance, she teaches them how to use the toilet and takes children to local playgroups to learn to socialise with others. She helps children to gain a range of physical skills. For example, children learn to steer wheeled toys around the garden and practise throwing and catching skills with balls. The childminder takes children to the local park each day where children use different equipment and learn to move in different ways.

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Curriculum and teaching Expected standard

The childminder teaches children mathematics successfully. She asks children to count buttons as they make models with play dough and uses mathematical language to compare different sizes. She teaches children names of different shapes, and children demonstrate secure knowledge of these shapes. They complete shape puzzles and enjoy drawing them. These activities help children to gain the knowledge and skills they need for when they start school.

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Inclusion Expected standard

The childminder monitors children's progress regularly and uses this information to identify any gaps in learning. She addresses learning needs by adapting activities to suit children's abilities. The childminder uses a graduated approach and reviews activities to make any necessary adjustments to promote best outcomes for children. She understands the importance of talking with parents to share information to support children in their learning. The childminder is aware of relevant professional agencies and shares this information with parents to support their child further. She has attended various courses covering a range of special educational needs, including autism and attention deficit disorder. This has led to improved awareness and understanding in these areas.

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Behaviour, attitudes and establishing routines Needs attention

The childminder does not promote regular attendance or punctuality. This means that children may not receive the benefits of regular attendance on their learning and development.

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Behaviour, attitudes and establishing routines Needs attention

Children have close, trusting relationships with the childminder in a positive learning environment. She is gentle and consistent in her approach to managing children's behaviour. The childminder addresses any incidents of unacceptable behaviour by using strategies appropriate to each child's stage of development. For instance, she distracts younger children and helps older children to resolve any differences fairly. She uses praise explicitly to encourage positive behaviour. She visits a local playgroup where children learn to get along with others.

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Children's welfare and wellbeing Needs attention

The childminder stores children's packed lunches appropriately and provides healthy snacks and fresh drinking water for children. However, she has not developed children's understanding of the benefits of eating a nutritious diet. The childminder has not fully developed children's awareness of oral hygiene or how to use screens safely. This means children do not have sufficient knowledge to make healthy choices and decisions to support their wellbeing.

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Children's welfare and wellbeing Needs attention

The childminder ensures that her home, garden and toys and resources are safe by carrying out daily checks. This helps to reduce the risk of hazards. She maintains high standards of hygiene to reduce the risk of cross-infection. She teaches children how to act safely, for example road safety and not approaching unfamiliar dogs. Mealtimes and sleep times are supervised closely to keep children safe.

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Children's welfare and wellbeing Needs attention

The childminder teaches children about different feelings. For instance, she uses a feelings- based story and puppet to help children to understand a range of emotions. This helps them to understand themselves and others. Children have strong attachments to the childminder, who responds readily to their needs. She teaches children to do things for themselves, such as putting on their coats and shoes.

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Leadership and governance Needs attention

Generally, the childminder keeps her skills and knowledge up to date. For example, she attends regular safeguarding and first-aid training updates. However, her professional development is not targeted to her precise needs, such as promoting healthy lifestyles. This means her skills and knowledge are not fully developed to promote best outcomes for children. Overall, the childminder has broad awareness of strengths and areas for improvement.

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Leadership and governance Needs attention

Generally, the childminder works effectively with parents by ensuring that they are kept up to date on children's progress and activities. Parents' comments describe her as patient, attentive and genuinely caring. She works with parents and wider family members to support children's learning. For instance, she engages older siblings to read to children at home to support communication, language and literacy skills. However, the childminder has not fully shared the child absence policy with the parents. This means that parents may not be aware of the procedures that follow unexplained or prolonged absence.

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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

Generally, children achieve well, whatever their starting points. They are happy, curious learners in this organised, stimulating home. The childminder knows each child well and finds out about their starting points and interests, which she links to activities that children enjoy. Children eagerly involve the childminder in their play and largely benefit from her positive interactions. They are confident and, overall, learn useful skills in readiness for school. However, the childminder does not promote good attendance and punctuality. This means that children may not consistently experience the educational benefits of regular attendance.

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

Generally, the curriculum is broadly balanced and adapted to meet the needs of children with additional needs. The childminder teaches children about the world around them. For example, she takes children on regular visits to Kew Gardens where they learn about different trees and plants. The childminder teaches children how things grow by planting flowers in the garden. She takes children on bird-watching trips where they observe and learn names of different birds. The childminder provides effective creative opportunities. Children enjoy drawing detailed self-portraits and proudly talk about their work. Children make 3D models from play dough using various tools and materials with confidence. However, the childminder has not developed her knowledge and expertise sufficiently to support children's awareness of healthy lifestyles. This means that children do not fully understand the health benefits of what they eat and do. Overall, children are safe and

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

secure, and they develop positive relationships with others. Generally, children learn to do things for themselves, such as washing their hands before meals.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

improve knowledge and expertise in supporting children's personal and social development, particularly in relation to healthy lifestyles and oral hygiene awareness 05/03/2026

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Action Completion Date

share an attendance policy with parents that makes clear all procedures to follow up on unexplained or prolonged absence and to promote regular attendance and punctuality. 05/03/2026

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:00

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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 to the childminder and the children. She considered the written comments left by parents 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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