Childminder

Childminder

Unique reference number (URN): EY304206 Registered with Ofsted: 04/04/2005 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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of the childminder's practice and are prioritised consistently in her daily provision. She develops highly secure, trusting relationships with children and tailors care thoughtfully to meet their individual needs, ensuring they feel safe, emotionally secure and valued. The childminder has a deep understanding of each child's background, interests and any barriers they may face. She finds this out when children start and has effective ongoing partnerships with parents that support her knowledge and understanding of how to continually meet children's needs.

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Children's welfare and wellbeing Strong standard

Her nurturing approach helps children develop a strong sense of self and emotional security. Well-established routines and personalised support enable children to thrive. The childminder actively promotes healthy lifestyles, emotional wellbeing and regular connection with the natural environment, helping children build lasting healthy habits. They enjoy a variety of fruits at snack time, benefit from nutritious home-cooked lunches and always get outside to jump in puddles.

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Children's welfare and wellbeing Strong standard

The childminder is reflective and thinks about what can help individual children. She implements ideas such as the worry jar to help children recognise and express emotions. These foundations are embedded over time, particularly for children who attend long term. As a result, children develop confidence, self-awareness and secure wellbeing that supports positive decision-making and resilience in the future.

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Achievement Expected standard

Children achieve well from their starting points and develop a range of skills that prepare them for their next stage of education. The childminder knows each child's current level of development and builds on learning in the moment. She observes and follows their interests and plans experiences to motivate and capture their attention. For example, children gather leaves to create leaf crowns and put 'grass sandwiches' on their outdoor kitchen menu.

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Achievement Expected standard

The childminder supports children to recall previous experiences and apply what they have learned. This helps children to strengthen their understanding over time. A focus on independence enables children to make choices, manage resources and take increasing responsibility for their own learning and play. The childminder gives children time to think and respond, encouraging them to express their ideas and solve problems. As a result, children develop positive attitudes towards learning and show motivation and persistence in activities they enjoy. Children spend long periods of time exploring dough and using a range of tools and natural resources that strengthen their fine motor skills.

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Achievement Expected standard

Children demonstrate confidence and curiosity as they explore the inviting environment. The childminder gives children time to complete tasks and invites them to use their own ideas and do things for themselves. These foundations in independence, communication and thinking skills support children's readiness for future learning and the move on to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive behaviour and attitudes through clear expectations, consistent routines and role modelling. She creates a warm, caring environment where children form attachments and feel safe. This supports children to settle well and engage in their learning. A positive attitude is promoted by praising effort and encouraging perseverance. Children have a growing sense of belonging and arrive at the setting feeling confident, curious and eager to play and learn.

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Behaviour, attitudes and establishing routines Expected standard

The childminder places emphasis on kindness, respect and equality, and she listens carefully to children, helping them feel valued and seen. She supports children to recognise and express their feelings and encourages cooperation and turn-taking so children want to play together. They are guided to resolve minor conflicts with support and clear explanations, helping them develop early self-regulation and social skills. Positive behaviour is reinforced through praise and encouragement that are appropriate to the different ages of the children. As a result, children show good manners, respect for their peers and care for their environment and living things. They demonstrate positive attitudes to learning, attend regularly and clearly enjoy their time in the setting, contributing to their confidence and sense of belonging.

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Curriculum and teaching Expected standard

The childminder plans an ambitious, child-centred curriculum that is rooted in a nurturing, homely ethos. She has a clear understanding of her provision and reflects on what is working well and what can be improved. Learning experiences, such as dough exploration, story sessions, creative activities and outdoor play, are planned and build on what children already know and can do. She uses her knowledge of children's starting points and ongoing assessment to shape the curriculum and adapt experiences so they meet the children's individual needs.

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Curriculum and teaching Expected standard

The curriculum has a clear intent and focuses on exploration, curiosity and meaningful connections with the natural world. The childminder plans regular outdoor experiences and local walks to broaden children's knowledge of the world. Teaching is purposeful, with activities planned according to children's interests to support engagement and concentration. She adapts learning appropriately for children who face barriers, using personalised strategies and resources so they can access the curriculum.

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Curriculum and teaching Expected standard

Communication and language are prioritised. The childminder models language well, introduces new vocabulary and uses questioning to support thinking. She supports early mathematical language development through everyday experiences, such as counting, shape and problem-solving in play.

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Inclusion Expected standard

An inclusive approach is embedded. Children's individual needs are recognised and supported appropriately. Information is gathered from parents during the induction process, and the childminder ensures that there is ongoing communication and information-sharing. This work helps the childminder understand children's starting points and identify any emerging barriers to learning or wellbeing. When concerns are identified, suitable support is put in place, including targeted activities, flexible routines and reasonable adaptations, to help children take part in daily learning experiences.

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Inclusion Expected standard

Children's progress is monitored through regular observations and tracking. This enables the childminder to review the effectiveness of support and make adjustments when needed. The childminder works in partnership with parents and seeks advice from external professionals when needed to guide practice and support the children's development. For example, the childminder uses sign language in the setting to support children's ongoing language development. Key training has helped to enhance understanding of how children learn and inclusive strategies. As a result, children benefit from support that helps them to make progress and feel included within the setting.

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Leadership and governance Expected standard

The childminder demonstrates a secure understanding of her strengths and areas for development. She shows a reflective approach to improving her practice and puts plans in place to improve the outdoor kitchen area. She is ambitious for all children and maintains clear standards for the quality of care and education. She responds flexibly to changing family circumstances to maintain continuity of care and positive outcomes for all children. The childminder engages in professional development and considers how training influences her teaching and provision. She does evaluate her practice and identify appropriate areas for improvement, but this could be strengthened even further and have a sharper focus to improve specific areas of practice.

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Leadership and governance Expected standard

Partnerships with parents and other professionals are well established and effective. Parents speak positively about the nurturing environment she provides and the progress their children make. They report strong levels of trust and value the way the curriculum aligns with their own priorities for their children. The childminder seeks and responds to parental feedback to strengthen her provision further. However, more information for parents about their children's learning could be shared, so parents know how to support them at home. She supports children's transitions to the next stage of education appropriately, helping to ensure that children are prepared and confident when they move on.

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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 warm, nurturing, and secure environment where they feel a strong sense of belonging and enjoyment. The childminder creates a homely atmosphere where children are emotionally supported and valued as individuals. Children settle quickly, are very happy when they arrive and move through the day with assurance because routines are set and care is responsive. They are confident to express themselves here as they know their ideas and contributions matter. They explore freely, become increasingly independent

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About this setting

Unique reference number (URN): EY304206 and develop into resilient learners. Children make good progress from their starting points, developing the skills, confidence and attitudes they need for their next stage of learning.

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About this setting

Learning is engaging and full of curiosity and wonder. Children eagerly explore inviting experiences, such as reading stories together under a tent with torches. They take part in rich sensory play with natural materials and use the well-resourced outdoor kitchen that motivates children of all ages to cooperate and create. They show pride in their achievements, often clapping and celebrating successes, such as building a curved rainbow tower or making unique pieces of rainy day art. Children enjoy learning alongside their peers and are supported to take part fully, including those who face barriers to learning.

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About this setting

Books are shared closely and often, with children snuggling in to listen and retell favourite stories. Differences are positively recognised and respected, and children play contentedly and with confidence. Secure relationships help children, including those facing barriers, to feel supported and included alongside their peers. Children feel safe, valued and happy. Their uniqueness is recognised and supported so they can thrive.

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Next steps

The childminder should further strengthen communication with parents by sharing clearer, more detailed information about children's learning and next steps, so families can support progress more effectively at home. The childminder should sharpen the focus of professional development by setting precise improvement targets and regularly monitoring and evaluating their impact on teaching quality and children's outcomes.

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About this inspection

The inspector spoke with the childminder.

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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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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