Childminder

Childminder

Unique reference number (URN): EY361818 Registered with Ofsted: 01/10/2007 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

The childminder is dedicated to being a good role model for children. She promotes kindness and reassurance. When children arrive, she offers cuddles and time to settle in readiness for play. The childminder develops strong and secure relationships with children. She speaks calmly and promotes positive behaviour. The childminder has high expectations for children's behaviour. She consistently implements respect for others, turn taking and kind hands. For instance, during play, children are encouraged to swap the cars they have and wait for their next turn.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder gives children warnings before a change in activity. For instance, she supports children to tidy up ready for lunch and clearly communicates this to them considering their age and stage of development. This helps to establish a calm and positive environment and supports children's understanding of what is happening next. The consistent and predictable implemented routines help children to feel secure.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of attendance. She clearly communicates this to parents. All children enjoy attending and happily separate from their parents and carers.

p.2

Children's welfare and wellbeing Expected standard

Parents and carers say their children enjoy attending. This is due to the childminder providing a cosy, welcoming and safe environment where children are happy and content. Children form a secure bond with the responsive childminder and are developing age- appropriate friendships with their peers. The childminder is attentive to children's individual care needs. She responds sensitively and quickly when children show signs of needing a rest, reassurance or their comforter. The childminder supports children to recognise their emotions through labelling and sharing stories. She adapts the routines to meet individual needs.

p.2

Children's welfare and wellbeing Expected standard

The childminder provides healthy, home-cooked meals and snacks. She understands food intolerances and allergies and strives to accommodate preferences. The childminder encourages children to try new foods and reminds them to drink water regularly. Mealtimes are used to promote manners and develop independence.

p.2

Children's welfare and wellbeing Expected standard

Children say 'please' and 'thank you' and feed themselves with spoons or forks. However, the childminder does not encourage children's independence with self-care skills such as wiping their own nose and washing hands. The childminder promotes healthy lifestyles through the daily experiences of fresh air and physical activity at the local park.

p.2

Achievement Needs attention

Overall, children make varied progress. Children's next steps in learning are not reflected in the activity choices. They are not planned to progressively develop children's skills and knowledge over time. That said, children do make consistent progress with their communication and language skills. Children join in singing action songs and develop an understanding of rhyme through stories.

p.3

Achievement Needs attention

Children are beginning to learn skills and knowledge in preparation for their future learning. For instance, children concentrate well while playing with the farmyard animals. They follow the childminder's simple instructions and show their growing independence skills when feeding themselves.

p.3

Achievement Needs attention

Children are developing their personal, social and emotional development skills. They demonstrate positive behaviours, such as sharing and turn taking when playing, with support. Children are willing to have a go and try new challenges. They demonstrate their enthusiasm and perseverance during activities.

p.3

Curriculum and teaching Needs attention

There is not a precisely planned, well-sequenced curriculum in place. The childminder plans to review the curriculum. She intends to develop observations, assessment and planning systems to ensure that an effectively sequenced curriculum fully meets children's needs. There is not yet a robust system in place to share children's ongoing progress and next steps with parents and carers.

p.3

Curriculum and teaching Needs attention

During free-play sessions, the childminder does not have clear and focused intentions for individual children's learning. She does not enhance her teaching to ensure meaningful progress is maximised. The childminder does not adapt or extend children's learning during activities and daily routines. Although interactions are positive, they do not focus on children's individual next steps in learning. However, the childminder's nurturing approach supports children's personal, social and emotional development. She ensures she knows what each child likes to play with, and she celebrates their individuality.

p.3

Curriculum and teaching Needs attention

The childminder promotes a love of books. Children are regularly read to and they enjoy snuggling into the childminder for a story. They choose their own storybooks and show great skill in turning the pages and pointing to pictures in response to the childminder's questions. This helps to develop children's early literacy skills.

p.3

Curriculum and teaching Needs attention

The childminder provides weekly opportunities for children to visit a play centre. Children develop their coordination, core strength and agility. Daily outdoor experiences also support children's physical development.

p.3

Inclusion Needs attention

Although the childminder knows the children who attend well and discusses with parents their likes and preferences before they start, she has not yet developed clear next steps for their learning. Observation and monitoring of children's development has not been a priority. This means that children's individual needs are not identified and assessed at an early stage. However, the childminder completes statutory assessments in line with guidance, and children's daily needs are generally met.

p.4

Inclusion Needs attention

During reflections, the childminder discusses how she would aim to reduce barriers to learning and/or wellbeing through targeted support and adapting the learning environment. The childminder demonstrates through discussion an understanding of the graduated approach and how this would be applied to support children in the future. She describes how she would use any additional funding to ensure that children's needs are met and that the impact over time is monitored.

p.4

Inclusion Needs attention

The childminder is inclusive in her practice. She engages positively with children and families.

p.4

Leadership and governance Needs attention

The childminder does not reflect on her practice and lacks a clear plan of action that would support her to make improvements. She has yet to establish a professional development program to continually enhance her knowledge and skills further and identify areas of development for the provision.

p.4

Leadership and governance Needs attention

Although the childminder has formed relationships with parents and carers, they are not informed about their children's achievements. The childminder does not consistently engage in discussions that support parents to understand their children's progress and next steps in learning and how this can be supported at home. However, parents are very happy with the service they receive and appreciate the childminder's efforts in meeting children's needs.

p.4

Leadership and governance Needs attention

The childminder has links with external professionals and has formed a network of childminders for support and guidance. This allows open discussions and enhances experiences and opportunities for children. For instance, the network of childminders meets each week to enable children to play in mixed ages and experience the diversity of modern Britain.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

The curriculum is not yet sufficiently well planned and sequenced to ensure that children build on what they already know and can do. The childminder has not yet developed or implemented effective systems to observe, assess and monitor children's development in order to support their ongoing progress. Although children enjoy the activities provided, these are not consistently focused on supporting children's next steps in learning or enabling them to make the best possible progress over time. In addition, the childminder has not yet identified professional development opportunities that could further strengthen her teaching and enhance the overall quality of education.

p.5

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

The childminder engages in daily communication with parents about children's care needs and emotional wellbeing. She spends time getting to know children's routines and interests through discussions with parents and carers. This information is used to choose resources to welcome children into the provision. For instance, when a child showed a developing interest in dinosaurs, the childminder provided books and small-world resources to support their curiosity. However, discussions with parents do not yet focus on children's progress or how learning experiences can be continued at home.

p.6

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

Children demonstrate that they feel safe and secure in the childminder's home. The childminder promotes children's individuality and implements consistent routines alongside warm and responsive care. She uses simple language, such as 'kind hands', and clear boundaries to help children develop early social skills. The childminder promotes positive relationships through close and responsive interactions. For instance, she stays close during play, offering reassurance, comfort and encouragement. Children seek out the childminder to show her books and toys, which helps them settle quickly. Children are happy.

p.6

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

The childminder highlights the importance of regular attendance. She promotes this through positive partnerships with parents and explains how consistent attendance supports children's emotional security and learning.

p.6

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:

p.6

Action Completion Date

plan and implement a well-sequenced curriculum with clear intentions and next steps to support individual learning and consistent progress 22/03/2026

p.6

Action Completion Date

develop and implement observation, assessment and monitoring systems to facilitate children's progress 22/03/2026

p.6

Action Completion Date

reflect on practice, identify priorities and ensure that professional development improves skills, knowledge and overall provision 22/03/2026

p.6

Action Completion Date

communicate children's progress and next steps to parents and carers to support learning. 22/03/2026

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

About this inspection

The inspector spoke with the childminder during the inspection.

p.7

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.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9