Childminder

Childminder

Unique reference number (URN): EY269456 Registered with Ofsted: 01/12/2003 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

Inclusion Strong standard

The childminder promotes an inclusive approach where children's individual needs are recognised and supported thoughtfully. She knows children well and uses ongoing assessment to notice early signs that a child may need extra help. She carefully assesses each child's needs, plans appropriate support and regularly reviews progress with parents, adjusting strategies as necessary. This ensures that barriers to learning are reduced and children receive support tailored to their individual needs.

p.2

Inclusion Strong standard

The childminder works closely with parents to share information and agree next steps. She communicates sensitively and listens carefully to parents' views, which helps ensure that children experience consistent support between home and the setting. Where appropriate, she signposts families to external services to help them access further advice or support.

p.2

Inclusion Strong standard

The childminder draws on previous experience of supporting children with special educational needs and/or disabilities (SEND), including children with visual and hearing impairments. She adapts routines and communication to ensure that children can understand what is happening and feel secure. For example, she uses consistent verbal cues during care routines so children can anticipate what will happen next. This supports children's wellbeing and helps them take part fully in daily experiences.

p.2

Inclusion Strong standard

Although the childminder has not had children on roll in receipt of early years pupil premium funding, she understands how additional funding could be used to support children's individual needs and ensure that all children can access their early years entitlement.

p.2

Achievement Expected standard

Children generally make secure progress from their starting points. They explore resources with curiosity and growing confidence as they investigate and play. Younger children move around the environment with increasing coordination. They climb, balance and practise new movements as their physical strength develops. Older children sustain attention for longer periods. They show determination as they solve simple problems or complete tasks they have started.

p.2

Achievement Expected standard

Children share their ideas and experiences with increasing confidence, using familiar words, gestures and expressions to communicate during play. They listen with interest to stories, songs and conversations and respond enthusiastically. Children make choices about what they want to do and begin to manage simple tasks independently during play. Children who may require additional support develop their skills alongside their peers. They participate confidently in the experiences available to them. Consequently, children gain the knowledge, skills and independence needed to support their next stage of development and future learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear routines and expectations that help children understand what will happen during the day. Predictable routines support children to manage transitions, such as when they arrive and during changes in activity, and help them feel reassured. Expectations are explained in simple ways and applied consistently, which supports children to know what is expected of them.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder builds positive relationships with children and responds sensitively to their needs. She notices when children need reassurance and supports them to recognise and manage their feelings. Children are guided to be kind and considerate, and the childminder helps them understand how their behaviour affects others. This supports children to develop self-control and positive behaviour over time.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes during their time at the setting. They are encouraged to take part in activities, make choices and remain involved in play. Where children spend time together, the childminder supports them to take turns and share, helping them develop early social skills. Expectations are adapted to reflect children's ages and individual needs so that all children are supported fairly.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of regular attendance in supporting routines and emotional security. She keeps accurate records and works closely with parents when attendance patterns change. This helps children experience continuity and stability.

p.3

Children's welfare and wellbeing Expected standard

The childminder promotes children's welfare and wellbeing through everyday care that helps children feel healthy, respected and emotionally secure. She supports children's physical wellbeing by providing balanced meals and snacks that reflect a range of foods and cultures. The childminder works closely with parents to promote healthy eating and shares practical strategies to support children who are reluctant to try certain foods. For example, she explains how vegetables are added into meals children already enjoy, helping them develop healthier eating habits without pressure. This supports children's long-term health and confidence around food.

p.3

Children's welfare and wellbeing Expected standard

The childminder manages dietary needs and allergies carefully so children can eat safely and confidently. She keeps clear records and checks information regularly. Children are supported to eat together, and the childminder explains in simple ways why some children need different food. This helps children understand and accept differences and supports a calm, positive mealtime experience for everyone.

p.3

Children's welfare and wellbeing Expected standard

Children's emotional wellbeing is supported through an environment where differences are recognised and talked about positively. The childminder helps children understand that families, beliefs and experiences may not be the same for everyone. For example, during everyday conversations, she encourages children to talk about what is important to them and listens carefully to what others say. She explains differences in a simple, respectful way and models kindness and acceptance. As a result, children feel cared for, included and emotionally secure, which supports their confidence and wellbeing.

p.3

Curriculum and teaching Expected standard

The childminder plans activities around what children enjoy and builds on what they choose to play with. For example, when children enjoy role play, she adds dressing-up clothes and everyday items. Children enjoy trying to put clothes on themselves and work hard to fasten zips and buttons. This helps strengthen their hands and fingers, supporting their physical development.

p.4

Curriculum and teaching Expected standard

The childminder supports children's communication and language development through regular conversation and shared activities. She encourages children to talk as they play and provides age-appropriate books for them to explore independently. At song time, the childminder encourages children to join in. Younger children try hard to copy the actions, while older children sing along more confidently. She repeats words clearly and gives children time to respond. This helps children build vocabulary and develop listening skills.

p.4

Curriculum and teaching Expected standard

Teaching supports early mathematical learning through everyday play and practical activities. The childminder helps children learn about size, shape and space, such as fitting objects into different-sized spaces and comparing amounts during play. This helps children begin to use simple mathematical ideas as they play. The childminder uses resources such as a toy bear to teach safety. For example, she uses the bear to talk with children about dangers such as hot surfaces and sharp objects. This helps children understand what to do to keep themselves safe.

p.4

Leadership and governance Expected standard

The childminder demonstrates reflective leadership and keeps children's needs at the centre of decision-making. She understands her responsibilities and maintains effective oversight of safeguarding, attendance and assessment. The childminder regularly reflects on practice and makes adjustments where necessary to improve children's experiences and outcomes. For example, she identified that fixed themes did not always fully engage all children and adapted her approach accordingly. Learning is now planned around children's interests, needs and stages of development. This flexible approach helps children remain motivated, engaged and well supported in their learning.

p.4

Leadership and governance Expected standard

The childminder works closely with parents and values open communication. She uses daily conversations and ongoing contact to share information about children's routines, progress and wellbeing. Parents feel well informed and able to share views about their child. This helps provide consistency between home and the setting and supports children's development.

p.4

Leadership and governance Expected standard

The childminder completes mandatory training and reflects on what she learns to inform her practice. This helps ensure that children benefit from care that is current, thoughtful and responsive to their needs. However, professional development is not yet consistently focused on specific priorities for improvement. This limits how precisely training is used to improve children's experiences and outcomes.

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 calm, attentive care in an environment where they feel safe, secure and well supported. Daily routines are familiar and predictable, helping children feel settled and reassured. For example, children are able to rest when they need to, as sleep times reflect the routines they are used to. Babies rest safely, with their sleep carefully monitored, ensuring that they are comfortable and well cared for. Older children arrive confidently and quickly settle into the routines of the setting. They move between activities with ease, knowing what to expect throughout the day. This consistent and thoughtful approach helps children feel relaxed, valued and ready to enjoy their time in the setting. As a result, children show confidence in their surroundings and engage positively with the experiences available to them.

p.5

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

Children receive support that reflects their ages and stages of development, helping them grow in confidence and independence. Through everyday play, children build their physical skills and develop increasing control over their movements. Younger children strengthen their balance and coordination through floor-based play and supported movement, while older children take part in more challenging activities such as climbing and obstacle courses. As they play, children begin to understand how to keep themselves safe. They learn to recognise when to slow down, adjust how they move and manage risks sensibly while remaining active and engaged.

p.6

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

Children also develop an understanding of the wider world through real-life experiences and conversations. They learn about people who help others and why these roles are important in the community. For example, children met a local blood transport rider, who explained how blood is delivered to hospitals. Younger children were curious about the motorbike and safety equipment, while older children talked about why blood is needed and how quick transport helps people who are unwell. Experiences such as this help children recognise how different people support one another and how communities work together to keep people safe.

p.6

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

Children are supported to take part fully in daily routines and experiences, ensuring that everyone feels included and able to join in. Their individual needs, routines and wellbeing are understood and reflected in the care they receive. As a result, children feel valued and secure within the setting. They grow in confidence, engage positively with activities and benefit from an environment where they are supported to thrive.

p.6

Next steps

The childminder should strengthen how teaching builds on what children already know and can do so learning experiences consistently extend children's knowledge and skills. The childminder should use assessment information more precisely to extend children's learning and support their continued progress from their starting points. The childminder should target professional development more precisely so training improves practice and enhances children's experiences and outcomes.

p.6

About this inspection

The inspector spoke with the childminder 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

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

p.7

Facts and figures used on inspection

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

p.7

Our grades explained

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 .

p.8

Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8