Childminder

Childminder

Unique reference number (URN): 306640 Registered with Ofsted: 19/05/1994 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 steady progress from their starting points. They grow in confidence and show increasing independence in daily routines. Children attempt new experiences and persist when tasks are challenging. Development is evident across the areas of learning.

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Achievement Expected standard

Language develops well. Children speak clearly and use a widening vocabulary. They express their needs and ideas and take part in conversations with confidence. When given time to think, they extend what they say and explain their ideas more fully. At times, thinking is not developed as deeply as it could be. Early mathematical understanding is emerging. Children recognise shapes and begin to understand how they differ. They use positional language naturally in play and apply what they know in different environments, including when out in the community.

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Achievement Expected standard

The childminder uses assessments, including the 2-year check. These are shared with parents and professionals, which ensures children's development is reviewed and any emerging needs are identified early. This supports children in continuing to build the skills they need for the next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and are beginning to understand simple expectations. Clear routines help them feel secure. When usual routines change, children show they can adapt and remain settled. They stay engaged in play and show enjoyment in what they are doing. Children remain focused for appropriate periods and show curiosity in their surroundings.

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Behaviour, attitudes and establishing routines Expected standard

Relationships are warm and secure. Children seek closeness when needed and respond positively to interaction. For example, when hiding behind the curtain during play, they quickly re-engage and join back in with shared laughter. Children join in rhymes with enthusiasm, showing that they feel settled and at ease. They respond calmly to guidance and adjust their behaviour when reminded.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides regular opportunities for children to mix with other young children through playgroups and time spent in the community. During these experiences, children play alongside others and begin to notice and respond to those around them. This supports the development of early social skills and helps children become comfortable in small group situations. Children show growing confidence as they explore new environments.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is monitored carefully. Any emerging patterns would be discussed with parents to understand and address barriers. This helps to ensure that children benefit from consistent experiences.

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Children's welfare and wellbeing Expected standard

Children's health and wellbeing are prioritised. The childminder encourages parents to provide balanced packed lunches and offers guidance about healthy food choices. Milk and water are available, and children are supported to understand simple messages about healthy bodies. Furthermore, oral health is promoted through practical experiences. She uses games, such as a snapping crocodile, to talk about brushing teeth and keeping them healthy. Children are supported to understand simple hygiene routines. When prompted to wipe their nose, they are encouraged to find a tissue and clean their hands afterwards. The childminder talks about germs in simple terms, helping children understand why hygiene is important and how to care for their bodies. This helps promote positive habits from an early age.

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Children's welfare and wellbeing Expected standard

Children are taught how to keep themselves safe in age-appropriate ways. For example, the childminder uses songs and rhymes to help children understand simple road safety messages, such as 'stop' and 'go'. She also supports children to recognise and talk about their feelings. For example, when children become overly excited during play, she speaks calmly with them and helps them settle before continuing. This helps children begin to understand and manage their emotions. Outings are carefully considered to identify and manage risks. Rest and sleep are planned carefully. Arrangements ensure younger children rest safely when out and are supervised closely. The home environment is regularly checked to ensure safety. This ensures children are kept safe and are able to relax and recover during the day.

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Curriculum and teaching Expected standard

The childminder has a clear curriculum intent and understands what she wants children to learn and how this builds over time. She identifies next steps through observation and uses these to shape teaching. For example, when children are confident with some shapes but find triangles more challenging, she revisits this before introducing more complex shapes, such as a hexagon. This helps children secure knowledge before moving on to new learning and supports children to remain motivated and engaged.

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Curriculum and teaching Expected standard

Physical development is supported through focused play, including practising jumping and landing on two feet to strengthen balance and coordination. Independence in dressing skills forms part of this progression. She supports children in putting on their coats and in practising fastening zips and buttons. This helps children develop confidence, resilience and independence in managing their own needs.

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Curriculum and teaching Expected standard

Communication and language are prioritised. The childminder models clear pronunciation, for example repeating 'squirrel' when children attempt the word and encouraging them to say it again. She encourages children to describe what they see and extends single-word responses into short phrases. Rhymes support recall and expressive language. She adapts her teaching to reflect children's interests, stage of development and emerging needs. However, questioning is sometimes delivered in quick succession. Children are not consistently given enough time to think and respond before further questions are asked. This means children do not always have enough time to think through their ideas and extend their language.

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Inclusion Expected standard

The childminder understands how to support children with special educational needs and/or disabilities. Although no children currently attend who require additional support, she explains clearly how she would respond if concerns arise. She works closely with parents and other professionals and uses a step-by-step approach to identify needs and provide support. The childminder uses strategies such as breaking learning into smaller steps and adapting resources so children can participate. For example, when threading is difficult, she introduces larger beads before returning to smaller resources so children remain engaged. She shares relevant information with other settings where children attend more than one provision. The childminder keeps her knowledge up to date through training and professional discussions, which supports her understanding of how to recognise emerging needs and seek advice when required.

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Inclusion Expected standard

Children who may face barriers to learning are supported effectively. The childminder takes proactive steps to reduce potential barriers. She engages in local initiatives such as 'poverty proofing' to review her practice and consider how families access experiences and support. She shares information about local services, community groups and eligibility for funding so families can access help when needed. The childminder recognises some families may not readily disclose financial pressures and therefore makes information available to all. She understands how additional funding, such as early years pupil premium, can be used to provide targeted support and experiences to reduce disadvantage.

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Leadership and governance Expected standard

The childminder is committed to providing high-quality care and education. She reflects on her practice and seeks ways to improve outcomes for children and families. The childminder has an accurate understanding of the setting's strengths and identifies children's enjoyment and positive attitudes as key features of her provision. Partnerships with parents are strong. Parents speak positively about her professionalism and reliability, reflecting the trust they place in her care.

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Leadership and governance Expected standard

Attendance is monitored carefully. Patterns are recorded, and any emerging concerns would be discussed with parents to understand and address potential barriers. This demonstrates appropriate oversight and awareness of children's individual circumstances.

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Leadership and governance Expected standard

The childminder engages in professional development and keeps training up to date. However, professional development is not always precisely focused on strengthening the curriculum and teaching. During interactions, questioning sometimes occurs in quick succession. As a result, children are not consistently given enough time to extend their language and develop their thinking.

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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 show that they feel secure and confident in this home environment. They explore independently and return to the childminder when they need reassurance. Children select resources and move between activities with ease. When children choose books, they sit with the childminder to read together. The childminder models language clearly, using words and sounds from the story such as 'pinch, pinch' to describe a crab. Children begin to repeat these sounds and words in their play. This supports children's engagement and language development.

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About this setting

Registration date: 19/05/1994 Children manage simple routines with support. For instance, they sit at the table for snack time and use child-safe knives to cut soft fruit with close supervision. Younger children attempt to pour their water independently. When they overpour, the childminder uses language such as 'too full' and shows them how to reduce the amount. They then tip some back into the jug and try again. In addition, she supports them in recognising simple hygiene routines, such as cleaning their hands before meals. The childminder supervises carefully and encourages them to keep trying. As a result, children show greater independence and awareness of what they can do for themselves.

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About this setting

Children attend regular outings to playgroups and outdoor spaces. They build early friendships and practise sharing and turn-taking. At the park, they climb larger slides with supervision, taking on new physical challenges. Visits to the dentist help them get used to new environments and people who help us. This supports their social awareness and physical development, preparing them for the next stage of learning.

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Next steps

The childminder should give children more time to think and respond during conversations so they can develop their ideas and language further. The childminder should focus professional development more precisely on the individual learning and development needs of the children currently attending.

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About this inspection

The inspector spoke with the childminder 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. Register(s): EYR, CCR, VCR

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About this inspection

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

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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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