Childminder

Childminder

Unique reference number (URN): EY251186 Registered with Ofsted: 03/01/2003 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

Achievement Strong standard

Children make secure progress from their starting points, particularly in communication and language. Babies demonstrate strong understanding, long before they have clear spoken words. They use gestures, babble and pointing to communicate their needs, and they respond to the childminder's questions confidently. Young children display a growing vocabulary as they try to repeat words the childminder says, such as 'tractor'. Children follow routines confidently. They respond to instructions and show early independence in tasks such as finding their shoes and helping to put them on. Children demonstrate curiosity and persistence as they explore activities. For example, they rotate toy animals such as donkeys in many directions to attempt to fit them into a wooden tube. Children show confidence to involve the childminder and other visitors in their play, and they kindly offer to share toys.

p.2

Achievement Strong standard

Children who may face barriers to learning, including those with special educational needs and/or disabilities, are supported effectively to make progress. Older children are well prepared for their next stage of learning, including school, because they develop confidence, social skills and the ability to engage in purposeful play.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm, nurturing environment where children feel safe and settled. Young children are relaxed within the familiar routines the childminder provides. They are comforted by the childminder when they need reassurance. Babies wake happily and transition smoothly between activities. They respond positively to gentle guidance. Children show patience, take turns with support and follow instructions well, reflecting the strong relationships they have with the childminder. The childminder considers children's age, stage and individual needs when supporting behaviour, including for children with special educational needs and/or disabilities or other disadvantages. She uses warm language, offers reassurance and uses distraction appropriately to help children manage early emotions, such as when children become frustrated as they wait for their friends to finish with a toy. Her consistent, calm approach helps children feel understood and reduces

p.2

Behaviour, attitudes and establishing routines Strong standard

frustration. This enables them to remain consistently engaged in play.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children learn to collaborate from an early age. They share resources with support, watch each other's play and begin to copy actions, helping them develop early social skills. Children actively mimic the childminder as she sings familiar nursery rhymes with actions, such as 'The Wheels on the Bus'. The childminder reinforces positive behaviour through praise and clear, simple explanations that children can understand.

p.2

Behaviour, attitudes and establishing routines Strong standard

Attendance and punctuality are promoted, and families understand the importance of consistent routines for their child's wellbeing. The childminder works closely with parents to establish sleep, feeding and daily rhythms that support children's regulation. Consequently, children develop confidence, curiosity and positive attitudes to learning.

p.2

Children's welfare and wellbeing Strong standard

Children's individual care needs are met with sensitivity and consistency. Babies and toddlers form secure attachments with the childminder, who demonstrates she knows children very well. She responds promptly to children's cues, such as them rubbing their eyes when they are tired, and provides warm reassurance throughout the day. The childminder ensures that routines such as sleeping, feeding and handwashing are calm and predictable, which helps children feel safe and regulated. Children develop an early understanding of their bodies and personal care. The childminder promotes healthy choices and hygiene effectively. Babies learn to roll up their sleeves before washing their hands. The childminder ensures children receive daily outdoor experiences to support their emotional wellbeing by giving them more space to explore and feel grounded in nature.

p.3

Children's welfare and wellbeing Strong standard

Children with special educational needs and/or disabilities, and those who may face barriers to learning, receive thoughtful adaptations to routines and environments. The childminder adjusts expectations sensitively, ensuring that every child feels understood and included. She consistently pays close attention to children's emotions and offers comfort, distraction or quiet time when needed. The childminder provides support with regulation for children who need it and helps them to manage their feelings. As a result, children develop emotional security, confidence and a strong sense of wellbeing that enables them to flourish.

p.3

Curriculum and teaching Strong standard

The childminder prioritises communication and language. She weaves rich vocabulary and language modelling into every routine and interaction. For example, children learn that foil is a 'crinkly', 'shiny' type of paper. Children and babies display high levels of understanding as a result of the consistent high-quality interactions the childminder provides. The childminder's curriculum is shaped around the needs of the children who attend. For example, she adapts her curriculum for babies to place a strong focus on physical strength and developing their core muscles. She also supports babies with their personal, social and emotional development. The childminder acknowledges that children need to feel happy before they are able to learn effectively. She plans and sequences activities to build on what children already know and can do, such as practising their ball rolling skills. The childminder skilfully incorporates mathematical language such as 'fast' and 'slow' as children play. She

p.3

Curriculum and teaching Strong standard

embraces spontaneous teaching moments, such as encouraging children to listen to rain, to extend learning even further.

p.3

Curriculum and teaching Strong standard

The childminder checks children's understanding continually and adapts her approach to match their stage of development, including for children with special educational needs and/or disabilities or those who may be disadvantaged. She uses assessment effectively to identify next steps in learning, and she tailors her interactions and activities to support these goals. Children benefit from a broad range of experiences, including outdoor learning. They enjoy visits to local woodlands and learning to identify different birds, such as blackbirds.

p.3

Inclusion Strong standard

The childminder identifies children's needs quickly and accurately. She gathers detailed starting point information and conducts ongoing observations and assessments. The childminder uses a clear graduated approach to monitor development and adapt support. This ensures that any emerging needs are recognised early. The childminder has extensive experience supporting children with a wide range of special educational needs and/or disabilities (SEND). This experience enables her to make thoughtful adjustments to routines, environments and interactions so that all children can participate fully.

p.3

Inclusion Strong standard

The childminder provides a lending library to families, offering books that reflect a wide range of backgrounds, abilities and cultures, including children who use wheelchairs or have different skin colours. This helps reduce barriers for disadvantaged children and those with SEND by promoting belonging and positive identity.

p.4

Inclusion Strong standard

The childminder works closely with parents and external professionals, including health professionals and local services for children with SEND, to shape children's support and ensure continuity. She works with local pre-schools to share information when children with SEND attend multiple settings. This collaborative approach helps children make the best possible progress. The childminder is confident in raising concerns sensitively with parents. She uses professional advice effectively to seek and ensure children receive the additional support they need. The childminder ensures any additional funding is spent in line with children's needs. Children who may face barriers to their learning receive tailored support that reflects their individual circumstances. The childminder's inclusive ethos ensures that every child feels valued, and adaptations are reviewed regularly to ensure they continue to make a positive difference.

p.4

Leadership and governance Strong standard

The childminder has a clear understanding of her setting's strengths and priorities. She reflects regularly on her practice and makes decisions in the best interests of children, including those who may be disadvantaged or have special educational needs and/or disabilities. Her long-standing relationships with families are balanced with strong professional curiosity. The childminder ensures that children's emerging needs are identified early and acted upon.

p.4

Leadership and governance Strong standard

The childminder ensures her training is kept up to date. She selects suitable training courses to attend that benefit the needs of the children who attend. The childminder ensures that her assistant has up-to-date knowledge to support children's learning and development and maintain their safety. She works closely with external professionals to coordinate support and maintain continuity for children with additional needs. This partnership working strengthens the quality of care and ensures that children receive timely, appropriate help.

p.4

Leadership and governance Strong standard

The childminder ensures that systems and routines are well organised and consistently implemented. This contributes to children's safety, progress and wellbeing. The childminder evaluates the impact of her curriculum and teaching and adapts them to meet the needs of the very young children currently on roll. The childminder has developed a culture of continual improvement. Her reflective, child-centred leadership ensures that all children are supported to thrive.

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

Children experience warm, responsive care that helps them feel secure from the moment they arrive. Babies and toddlers settle quickly with the childminder, who knows them exceptionally well and responds sensitively to their needs. They wake happily from sleep, engage with familiar routines and are confident to explore the environment. Children enjoy their learning because activities are shaped around things they are curious about. For example, they show deep concentration levels as they post objects into containers. Children listen intently to the animal sounds the childminder makes as they enjoy a farm role play.

p.5

Inspector:

Rachel Barsby-Robinson Children benefit from regular outings to the childminder's allotment and local community groups that broaden their understanding of the world beyond their home. Older children enjoy learning about the life cycle of plants, and younger children enjoy sensory play.

p.6

Inspector:

Children make steady progress from their starting points, including those who may be disadvantaged or have emerging special educational needs and/or disabilities. They develop early communication skills through the childminder's constant modelling, repetition and meaningful interactions that she weaves through children's play and the daily routines. Children follow instructions, show growing independence and demonstrate early problem- solving as they explore. They learn alongside one another, with older children acting as positive role models and younger children included fully in shared play. Families feel welcomed and valued, and the childminder works closely with them to support children's routines, development and any additional needs.

p.6

Inspector:

Children thrive because they feel safe, understood and cared for. Their uniqueness is recognised, and the childminder adapts routines sensitively to meet all children's individual needs. Children develop confidence, emotional security and a strong foundation for future learning as the childminder ensures they are nurtured, included and supported to flourish. Children see themselves reflected in the environment through books and resources that represent a range of backgrounds, abilities and cultures, helping them develop a strong sense of identity and belonging. They enjoy simple responsibilities, such as helping to tidy toys or fetch their shoes, which builds children's confidence and self-esteem.

p.6

Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who may face other barriers to their learning.

p.6

About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

p.6

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.6

About this setting

Operating hours: Tuesday,Wednesday,Thursday : 07:30 - 18:00

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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 .

p.8

Urgent improvement

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

p.8