Childminder

Childminder

Unique reference number (URN): 2736413 Registered with Ofsted: 15/09/2023 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 achieve well because they are supported by a knowledgeable and attentive childminder, who understands how they learn and develop. Children make consistent progress through a carefully sequenced and personalised curriculum, shaped by clear starting points and identified next steps. The childminder prioritises communication and language development through a language-rich environment and quality interactions. This supports children to become confident speakers and good listeners. Children talk enthusiastically about experiences, such as visits to the zoo. They eagerly share their interests with others.

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Achievement Expected standard

As a result of effective targeted support, children develop new knowledge and skills and make progress from their individual starting points. This inclusive approach helps narrow gaps, particularly for children who speak English as an additional language, who benefit from clear opportunities to develop their communication skills. Children become independent in daily routines and show perseverance in play as achievements are recognised and celebrated. They are well prepared for the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a welcoming and supportive environment, with clear and consistently applied behaviour expectations. Children develop strong relationships with both the childminder and her co-childminder, as well as with their peers. Together, their collaborative and nurturing approach demonstrates kindness, respect and cooperation. Well-established routines help children manage transitions, with prompts before activities change and a variety of communication methods to support understanding. Parents support the childminder's house rules and children use phrases, such as 'kind hands' when at home, supporting consistency. Children's behaviour expectations are further promoted through praise for sharing, good manners and kindness. The childminder uses books and photos to help children understand how their actions affect others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows each child well and adapts her strategies to meet individual needs. Interactions are consistently warm, responsive and supportive, encouraging engagement, collaboration and the development of social skills. Attendance is supported through familiar routines and communication with parents, with absences followed up promptly. Children settle quickly and participate confidently in routines and activities on arrival.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder's nurturing approach, positive attitude, effective partnerships and consistent routines create an inclusive environment that promotes children's confidence, collaboration and sense of belonging.

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Children's welfare and wellbeing Expected standard

Secure attachments and responsive relationships help children feel confident, happy and safe in the setting. The childminder tailors care routines to meet individual needs, adapting sleep, mealtimes and daily care where required. She works closely with parents, using their insights to support children with food preferences. The menu has been reviewed to provide a wider range of nutritious, home-cooked meals that children enjoy.

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Children's welfare and wellbeing Expected standard

Children develop independence through structured hygiene routines, learning skills first and then practising them. Planned activities promote physical development, safety awareness, resilience and perseverance. Daily physical activity, alongside balanced meals, contributes to children's healthy lifestyles.

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Children's welfare and wellbeing Expected standard

Emotional wellbeing is promoted through discussions, books, visuals and everyday situations. This supports children to recognise, express and manage feelings. Sleep and rest routines are adapted to suit individual preferences, helping children feel secure and supported.

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Children's welfare and wellbeing Expected standard

The childminder takes a nurturing, inclusive, and responsive approach, helping children form secure attachments and grow in independence. She works closely with parents to support children's individual needs. This combination promotes children's physical, social and emotional wellbeing in a safe and supportive environment.

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Curriculum and teaching Expected standard

The childminder provides an ambitious, well-structured curriculum that covers all areas of learning. Planning is carefully linked to each child's stage of development and identified next steps, across both adult-led and child-initiated activities. An emphasis is placed on the prime areas for younger children. Daily experiences are purposeful, weaving communication, social development, independence, physical skills and early mathematics throughout routines and play. Children count vehicles, explore size when looking at felt zoo animals and develop balance, coordination and strength through regular outdoor play in the local parks.

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Curriculum and teaching Expected standard

Typically, teaching and interactions are responsive and adapted to individual needs. However, at times the childminder does not consider the length of activities for younger children to support their engagement. The childminder works closely with her co-childminder to reflect on practice and plan experiences that build on what children need to learn next. A focused story of the week, alongside songs and rhymes, extends vocabulary and promotes language development. Observations and assessments inform planning, ensuring learning is closely matched to children's abilities. Parents are actively involved to maintain continuity of care and learning.

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Inclusion Expected standard

The childminder identifies each child's individual needs promptly, gathering detailed information from parents before they start through discussions, questionnaires, and 'All About Me' forms. She completes accurate baseline assessments once children have settled, giving her a clear understanding of their starting points. She monitors progress closely through observations and tracking, quickly identifying any emerging concerns.

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Inclusion Expected standard

The childminder addresses barriers to learning and/or wellbeing effectively through inclusive practice, adapted teaching and targeted support. She meets children's medical needs carefully, following health plans and understanding strategies to support children's wellbeing and safety. The childminder tailors her setting to meet individual needs, including children who speak English as an additional language. She discusses how she would use any additonal funding money to support disadvantaged children in the future. She uses visual prompts, gestures, key words in home languages and modelling, to strengthen communication and understanding. The childminder has established links with external professionals to plan coordinated support when needed.

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Inclusion Expected standard

The childminder works closely with parents to plan next steps and suggests ways to continue learning at home. She uses tracking to evaluate the impact of her support and adjusts it when required. The childminder delivers a well-sequenced, tailored curriculum that develops communication, social skills, independence and physical development. Children gain confidence, persevere in play and are well prepared for future learning.

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Leadership and governance Expected standard

The childminder and co-childminder make effective decisions together, operating the setting with a clear vision and understanding of what works well and what could be further developed. They regularly identify strengths and areas for improvement, reflecting together and seeking guidance from local authority early years professionals to support ongoing enhancement. They plan to work even more closely with external professionals, recognising the value of additional perspectives in reviewing provision and guiding improvements. The childminder uses ongoing training to strengthen her knowledge and skills and to ensure children receive high-quality care, learning experiences and a tailored approach. Decisions are made with children's individual needs in mind, ensuring appropriate support is provided for those who may face challenges. She actively reviews the setting and embraces opportunities to continue improving, ensuring quality care and education for all children.

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Leadership and governance Expected standard

Partnerships with parents are well established. The childminder focuses on children's progress and offers guidance to support learning at home. Positive interactions with families help children feel secure, valued and supported, contributing to a welcoming and inclusive environment.

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Leadership and governance Expected standard

Decisions are made with children's individual needs in mind, ensuring appropriate support is provided for those who may face challenges. She actively reviews the setting and embraces opportunities to continue improving, ensuring quality care and education for all children.

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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

The childminder works closely with a co-childminder to plan meaningful activities and experiences, keeping children at the centre of everything they do. Together, they select outings and opportunities that extend children's understanding of the world and expands their interests. Children thoroughly enjoy their time at the setting and attendance is promoted through well established partnerships with parents. The childminder uses children's starting points to plan learning, ensuring all children access the curriculum and progress well. Children arrive eager to explore and engage in their environment. They enjoy making choices, such as about their play and selecting their fruit at snack time. Through activities such as building towers and creating different-sized snakes from play dough, children develop early mathematical awareness. They laugh, sing and enthusiastically join in with stories, including the story of the week, 'Dear Zoo'. Visits to the park, gymnastics club and

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

play centre provide first-hand learning experiences, while regular outdoor opportunities further enrich their development. Children practise putting on coats and shoes, making their own sandwiches and pouring drinks. They follow clear hygiene routines, strengthening their independence and confidence. They take appropriate risks, solve simple problems and try new activities with a 'can-do' attitude, supported by clear and specific praise.

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

Children feel safe, secure and well cared for within a warm and consistent environment. They know their voices are heard and respond by demonstrating positive listening skills. Circle times, daily routines and planned activities encourage communication through questions, discussions and opportunities to share thoughts, ideas and feelings. Visual prompts and books help children reflect on emotions and reassurance is provided whenever needed.

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

Friendships are an important part of daily life. Children play cooperatively, show kindness and practise gentle behaviour during games, mealtimes and shared experiences. Inclusion is embedded throughout the setting and children demonstrate that they feel welcomed and valued. Through nurturing care and enriching experiences, children develop curiosity, confidence and independence, enjoy their learning and move forward ready for the next stage of their development.

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Next steps

The childminder should continue to review the length of time of adult-led activities to support younger children's engagement. The childminder should continue to strengthen professional development with external professionals to further support children's individual learning and development needs.

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About this inspection

The inspector spoke to the childminder, her co-childminder and the 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.

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About this setting

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

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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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