Childminder

Childminder

Unique reference number (URN): EY343401 Registered with Ofsted: 21/12/2006 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 notable progress in their personal, social and emotional development. Many initially experience barriers to learning, particularly with sharing and turn-taking. Over time, they learn to manage these challenges, developing cooperation skills and forming positive relationships with others. Their increasing independence is evident in daily routines and play. Communication and language development is a significant strength. Children develop a genuine love of books, which enhances their speech, vocabulary and understanding. They confidently express their needs, clearly telling adults when they are hungry, need the toilet, or would like to move indoors after playing outside. Across the curriculum all children, including those with barriers to learning, achieve well. They build early technological understanding through role-play experiences, such as using the play till, and broaden their cultural awareness by learning about festivals different to their own, including Chinese New

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour, which are clearly understood by both children and parents. She actively supports children's motivation for learning, helping them understand routines and behavioural boundaries. As a result, children behave well and show respect for one another. For example, they cooperate by sharing toys and dolls, often offering an alternative when another child wants the one they are using. Children work well together during group activities. When sharing a book, they take turns turning the pages and wait patiently for their turn. They also share props thoughtfully, such as passing around the red envelope and taking turns to place the gold coins inside. These experiences help children learn to cooperate, take turns and consider others' feelings. They are developing positive social skills and forming strong friendships. The childminder has a warm, nurturing relationship with the children, which helps them feel secure and ready to learn.

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Behaviour, attitudes and establishing routines Expected standard

She also reinforces the importance of punctuality and attendance so children arrive settled and prepared for the day. Parents communicate if they are running late, and the childminder explains how lateness can affect learning and routines. She carefully considers each child's individual needs when teaching expectations. Children learn to tidy away independently and take pride in their environment. At mealtimes, they confidently set the table with placemats, plates, cups and cutlery, demonstrating growing independence and responsibility.

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Children's welfare and wellbeing Expected standard

The childminder uses clear routines and gentle guidance to help children stay safe, healthy and confident. She explains what to do and why it matters, so children understand the purpose behind each rule. For example, when children come in from the garden, they take off their muddy boots to keep the floor clean. Over time, they learn to do this by themselves, showing growing independence and responsibility. Children also learn about healthy choices every day. They enjoy nutritious snacks and drink water throughout the day. The childminder talks with them about how their bodies feel, helping them notice when they are tired, need a rest, or are ready for active play. At lunchtime, children sit together to eat their packed lunches, practising good manners and enjoying conversations with their friends. Hygiene routines are consistently followed, with children washing their hands after using the toilet and before eating, which helps them understand why keeping clean is important. For

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Children's welfare and wellbeing Expected standard

children who find self-care more challenging, the childminder provides patient support, breaking tasks into small steps. She works closely with parents to make sure children get the same guidance at home and in the setting. By using her knowledge of each child, she adjusts support, offers reminders and encourages independence. Children gain confidence and feel secure in their abilities. The childminder also teaches them how to stay safe, for example showing them how to ride wheeled toys carefully on muddy ground to avoid slipping. Through these routines and consistent guidance, children develop independence, self-confidence and a clear understanding of how to look after themselves and stay safe.

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Curriculum and teaching Expected standard

The childminder has a clear and accurate understanding of the quality of the curriculum across all areas of learning. As a result, children are typically well prepared for school and make good progress. The childminder takes effective steps to ensure that children have access to an ambitious and engaging curriculum, with a particular focus on communication and language. For example, she promotes children's oral language through rich discussions about different foods, such as noodles, bananas and marshmallows. She encourages children to describe the play food, talk about cooking with the saucepan and repeat key words such as 'plate' to strengthen vocabulary and understanding. However, children's understanding of mathematical language and concepts is not consistently supported. This limits opportunities for them to practise and deepen their mathematical learning. Similarly, children are not always given a wide range of chances to develop literacy skills, such as

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Curriculum and teaching Expected standard

exploring different ways to make marks. The childminder supports children's personal, social and emotional development very well. She has built warm, positive relationships with the children, who clearly feel safe and secure in her care. Learning is adapted to meet the needs of all children, including those who face barriers to learning. For example, the childminder encourages and supports children to make healthy food choices, helping them develop independence and confidence in their daily routines.

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Inclusion Expected standard

The childminder quickly and accurately identifies children's individual needs from the moment they start. She has high expectations for all children and supports them to develop further, regardless of their starting points. When needed, she works with external agencies, such as speech therapists, to provide additional support. The childminder takes effective action to reduce barriers to learning. For example, she helps children manage their personal care and take next steps, such as using the toilet independently. She also supports children to regulate their emotions, enabling them to engage in learning calmly and safely. To strengthen her ability to support all children's language and communication, the childminder has completed training in autism and selective mutism. She uses strategies such as visual timetable cards to help children understand routines and expectations. The childminder also ensures that any additional funding she receives is used effectively to support children's

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Inclusion Expected standard

learning. She is aware of the importance of understanding children's individual needs and experiences, particularly for those who have received support from other agencies, so that every child receives the guidance and opportunities they require to thrive.

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Leadership and governance Expected standard

The childminder understands her setting's context, strengths and areas for improvement. She is ambitious for all children. The childminder engages with parents in a positive way. She has identified that the children use electronic devices at home and plans on helping to support their understanding of online safety even further. The childminder has addressed previous areas for improvement, including working more closely with parents to extend children's learning at home. For example, she now shares ideas, such as continuing treasure hunts at home and agreeing consistent routines that can be followed both in the setting and at home. She has undertaken further training to strengthen her knowledge, including courses on autism and selective mutism to support children's communication, and has had success in a local authority competition for singing with children. The childminder takes into account all children's individual needs when caring for children, in particular those

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Leadership and governance Expected standard

who may need extra support, for example in managing their emotions development and self- care.

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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 happy and secure in this safe, well-organised setting. They are supported effectively to make progress and are well prepared for school. Children enjoy playing and learning outdoors in the log cabin, where they explore Chinese New Year through pretend play using real noodles, lentils, lemons and limes. They discuss the textures of the foods and talk about what is on the menu, developing their language and understanding of the world.

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

Children build independence as they move confidently around the thoughtfully designed play environment, choosing what they want to play with. For example, they mould wet sand and search for the Chinese gold coins hidden within it. They overcome barriers to learning and are well supported to manage their self-care skills. Children develop positive relationships with each other and with the childminder. Attendance is secure, and parents clearly understand the importance of punctuality and regular attendance, ensuring children benefit fully from the learning opportunities provided.

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

The childminder considers children's starting points carefully and tailors learning to meet individual needs. For example, older children receive more focused and challenging experiences while younger children are resting, ensuring learning remains appropriate and engaging. Children develop confidence as they ride the large wheeled cars, manoeuvring through the mud and coordinating their movements with increasing control.

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

Children are supported to work alongside one another, filling pots with rice, waiting patiently and taking turns. This helps them build positive relationships and develop important social skills. Children's uniqueness is valued: older children show confidence and curiosity when meeting new people, while younger children smile and interact warmly, enjoying nursery

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

rhymes during nappy changes. Older children are kind and helpful toward younger ones, creating a nurturing and inclusive environment for all.

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Next steps

The childminder should offer consistent learning opportunities to develop older children's understanding of literacy. The childminder should strengthen the curriculum for mathematics so that children develop a wider understanding of mathematical language and concepts.

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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. 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. 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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