Childminder

Childminder

Unique reference number (URN): EY344381 Registered with Ofsted: 02/01/2007 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 achieve remarkably well from their individual starting points. They participate fully in daily routines and learning experiences, including those who may face barriers to learning or those who need additional support. Children demonstrate excellent self-care skills and delight in washing their hands at the outdoor water station. They select resources independently and show excellent relationships as they create their own games with their friends.

p.2

Achievement Strong standard

Children communicate effectively and express their thoughts clearly during their play. For instance, younger children use new words in context, while older children use descriptive language to describe changes in their artwork.

p.2

Achievement Strong standard

Children test their ideas and solve problems with confidence. As younger children roll out play dough, they make predictions on how much they need to make shapes of interest. Older children concentrate and compare differences in size as they group different objects. All children are well prepared for the next stage of their education.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder builds close, nurturing relationships with children. She provides highly effective and consistent support to help children understand and manage their feelings. For example, when children enjoy reading stories to their friends, she sensitively encourages them to share props and take turns, which promotes cooperation skills and positive relationships. The childminder offers gentle reassurance when children encounter challenges. She reminds them of the sequence of the story, supporting them to remain confident and engaged.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder skilfully encourages children to talk about how characters in books might be feeling and why. This supports children to name different emotions and builds on their understanding of empathy.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder actively encourages children to experiment and test their ideas. For example, she supports children in creating their own guttering runs and prompts them to think carefully about why certain vehicles will not fit. Through skilful questioning, she encourages children to find solutions independently. The childminder is an exceptional role model. She demonstrates respectful communication and positive behaviour, which children mirror in their own interactions.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to promote good attendance and punctuality. This has a positive impact on children's understanding of routines in preparation for school.

p.2

Children's welfare and wellbeing Strong standard

The childminder creates a welcoming environment in which every child feels safe, valued and respected. Through her consistent, responsive and attentive approach, she supports children to develop strong, trusting relationships and positive attitudes towards others. For example, the childminder encourages children to use and share words from their home languages. Children take pride in teaching these to their peers, which supports a strong sense of identity and belonging.

p.2

Children's welfare and wellbeing Strong standard

The childminder places a strong emphasis on promoting children's independence and resilience. She provides sensitive support and responds to older children's requests for help, such as with fastening buckles. In turn, children confidently use these skills to support their younger peers, demonstrating kindness and responsibility. The childminder consistently acknowledges and celebrates children's acts of kindness. This further strengthens their self- esteem and supports them in understanding how to manage their emotions.

p.3

Children's welfare and wellbeing Strong standard

The childminder teaches children how to manage their personal safety. For instance, she provides gentle reminders to wear helmets when using scooters. The childminder actively engages children in age-appropriate discussions about the lunches they bring from home. This helps them understand the nutritional value of different foods and the benefits they provide for energy and overall wellbeing.

p.3

Children's welfare and wellbeing Strong standard

The childminder is highly skilled in adapting activities and resources to remove barriers to learning. All children demonstrate they have secure emotional attachments with the childminder. Through her remarkable care and interactions, they thrive emotionally, socially and physically in her care.

p.3

Curriculum and teaching Strong standard

The childminder delivers a carefully planned and well-sequenced curriculum that clearly identifies what children know and can do, including those who may face barriers to learning or require additional support. Regular, precise and ongoing assessments enable the childminder to monitor children's progress closely and adapt her teaching to secure consistently high-quality outcomes.

p.3

Curriculum and teaching Strong standard

The childminder plans and delivers highly engaging outdoor experiences that encourage children to explore, experiment and express their ideas creatively. She observes children closely during their play and responds to their emerging interests. For example, when children show enthusiasm for playing with rain water, she enhances the activity by introducing paint to extend their exploration. She adapts the activity and provides brushes of different sizes and thicknesses, ensuring that all children can participate successfully.

p.3

Curriculum and teaching Strong standard

The childminder encourages older children to observe changes in colour and to describe the patterns they are creating, which promotes their thinking skills and expressive language. At the same time, as younger children delight in exploration, she models and repeats key vocabulary, such as 'splash'. This helps to build on their developing speech and vocabulary. The childminder shares updates with parents daily through discussion and digital media. This enables them to contribute to their child's learning and reinforces consistency between home and the setting.

p.3

Inclusion Strong standard

The childminder provides a nurturing environment where every child is valued and supported to achieve their full potential. She assesses children's ongoing progress meticulously and demonstrates highly effective systems for monitoring children's learning. This ensures she swiftly identifies any gaps in children's development. All children, including those who may face barriers to learning or require additional support, flourish and achieve remarkably well.

p.4

Inclusion Strong standard

The childminder tailors activities to support children's full accessibility and engagement. For example, she thoughtfully adapts learning spaces and equipment so that children with physical or sensory needs can participate independently and confidently. Outdoor learning is made fully inclusive through the provision of appropriate clothing and equipment, which enables all children to explore and learn in all weather conditions.

p.4

Inclusion Strong standard

Partnership working is a key strength of the setting. The childminder works closely and sensitively with families and supports them through referral processes, if needed. She engages proactively with specialists, such as speech and language therapists, and implements recommendations with confidence and precision. This ensures that children receive timely, consistent and well-coordinated support. The childminder's highly effective professional relationships promote continuity between home, the setting and other provisions, which leads to significantly improved outcomes for children.

p.4

Inclusion Strong standard

The childminder uses additional funding strategically to provide high-quality resources, targeted interventions and enriched learning opportunities for each child.

p.4

Leadership and governance Strong standard

The childminder demonstrates an excellent commitment to professional development and continuous improvement. She actively engages in relevant training and research to ensure that her practice reflects current guidance and meets the individual needs of children. For example, she has developed knowledge and strategies to support children's communication and language development, which has had a significant and positive impact on their confidence, speech and engagement with others.

p.4

Leadership and governance Strong standard

The childminder establishes highly effective partnerships with other professionals at settings children also attend. This strengthens transitions and contributes to improved outcomes for all children, particularly those who may face barriers to learning or require additional support.

p.4

Leadership and governance Strong standard

The childminder plays an active and influential role within the local childminding community. She works closely with other providers to share effective practice and enhance provision across the local area. Together, they have established a dedicated online platform to support families in accessing high-quality childcare. This demonstrates her strong commitment to provide valuable support for children and families.

p.4

Leadership and governance Strong standard

The childminder consistently provides clear guidance and reassurance to support families. Through regular detailed communication, she keeps parents fully informed about their child's progress and next steps. Parents comment that the childminder is highly attentive to their child's needs and she goes 'above and beyond' for their children.

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 thrive in the childminder's warm and attentive care. They are happy and secure and confidently approach the childminder for cuddles when they need comfort. This strong sense of emotional security enables them to explore, learn and take appropriate risks with enthusiasm.

p.5

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

The childminder provides daily, well-planned opportunities for children to access a wide range of enriching experiences, including visits to parks, toddler groups and the local library. Regular trips to local charity shops further develop children's understanding of kindness, empathy and respect for others. These outings significantly strengthen children's confidence and social skills and enable them to interact positively and appropriately with a wide range of people in diverse situations.

p.6

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

The childminder's consistent, positive role modelling helps children to understand behavioural expectations. Children play cooperatively, share willingly and confidently use respectful and considerate language, such as 'caring is sharing'. They learn from one another and form secure and supportive friendships. Older children demonstrate high levels of kindness and responsibility, offering thoughtful support and reassurance to younger peers when needed.

p.6

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

The childminder works closely with parents to gather information about children's routines and abilities. She uses this information to ensure learning is carefully tailored to meet children's individual needs. All children show high levels of curiosity and remain deeply engaged in their learning.

p.6

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

The childminder skilfully follows children's interests to extend and deepen their understanding. For example, older children enjoy creating their own story props, which enhances their love of books and strengthens their ability to retell stories. Younger children overcome barriers and explore the texture of glue. They take pleasure in learning new words, such as 'sticky.' As a result of this highly effective practice, all children, including those who may face barriers to learning or require additional support, make significant progress and develop the essential skills needed for a successful transition to school.

p.6

Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children.

p.6

About this inspection

The inspector spoke with the childminder 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: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00

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.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

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

p.8