Childminder

Childminder

Unique reference number (URN): EY352561 Registered with Ofsted: 01/06/2007 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 Expected standard

The childminder provides settling-in sessions for all children, and this supports their transition into the setting very well. She gains information from parents that helps her meet children's needs from the very beginning.

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Children's welfare and wellbeing Expected standard

Children learn about how to keep themselves safe when out in the local community. For example, children learn road safety when they go on a walk, looking for cars, waiting to cross a road and negotiating obstacles safely. This helps them learn from a young age how to keep themselves safe when out and about. Children receive healthy snacks at the setting, and the childminder provides parents with nutritional guidance to support them in supplying healthy meals. Children learn about the healthy foods they eat, make choices and begin to understand the effect this has on their bodies.

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Children's welfare and wellbeing Expected standard

Children feel safe and welcomed at the setting. They look to the childminder for comfort when needed and enjoy their time in her care. The childminder teaches children to begin to recognise emotions and incorporates this in her everyday conversations. Children learn effective hygiene practices, such as cleaning their nose and washing their hands. The childminder supports these opportunities, helping children to become increasingly independent. The childminder provides mats and bedding for nap times, helping to keep children safe and meeting their care needs effectively.

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Inclusion Expected standard

The childminder has attended many training sessions to develop her knowledge of how to support children with special educational needs and/or disabilities (SEND). She ensures that any additional funding children may receive is used effectively, in consultation with parents, to support children's individual needs and any gaps in learning. Clear monitoring of children's progress, especially those with SEND, ensures delays are identified quickly and children have clear next steps planned. The childminder understands how adaptations in teaching should be made to ensure the curriculum is tailored to children's individual needs, for when any children with SEND attend the setting.

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Inclusion Expected standard

The childminder has excellent working partnerships with other professionals and ensures there is good communication in relation to children's progress and development. Additionally, parents are kept well informed about children's learning, and this helps provide consistency in learning both at home and in the setting.

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Inclusion Expected standard

The childminder is passionate about supporting children and families with SEND. She runs a support group, offering advice, and has an excellent understanding of local procedures to ensure additional help and support are gained for children, when needed.

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Achievement Needs attention

Children enjoy participating in some of the learning opportunities available, helping them to develop some of the skills they need for future learning. They do not aways benefit from high-quality teaching. Therefore, they do not make effective progress in all areas of their development. For example, children do not consistently hear new words that help them to develop their understanding and expand their vocabulary.

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Achievement Needs attention

Children do not receive encouragement to engage deeply in learning or sustain their attention. For example, when reading a story, children stand around to listen but are easily distracted as the environment does not support their learning effectively. The childminder does not always try to re-engage children, and this impacts on the learning taking place.

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Achievement Needs attention

Children gain independence to manage some of their routine and personal care needs. They wash their hands, wipe their noses and learn to use knives safely as they cut up their fruit at mealtimes. This helps children gain some skills in preparation for the next stage in their education.

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Behaviour, attitudes and establishing routines Needs attention

The childminder does not consistently teach children clear rules and boundaries at the setting. For example, she asks children to put toys away but does not apply this consistently to all children at the setting. This means children do not always have a clear understanding of what is expected of them. At times, the childminder does not always correct children's unwanted behaviour, such as when they push or snatch a toy. Therefore, children do not effectively learn between right and wrong.

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Behaviour, attitudes and establishing routines Needs attention

Typically, children attend their sessions regularly. Where there are any concerns, the childminder discusses these with parents and provides support to encourage parents and children to establish the habit of routine attendance, especially those children with special educational needs and/or disabilities.

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Behaviour, attitudes and establishing routines Needs attention

The childminder builds warm and trusting relationships with children, where they feel settled and safe in her care. Children look to her for comfort when needed.

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Curriculum and teaching Needs attention

The childminder has a clear intent to develop children's social skills through her curriculum and demonstrates her knowledge of what she wants children to learn at the setting. She does not always implement this effectively. For example, the childminder plans a group activity where children explore a small ball pit on the floor. Due to lack of space and resources, children's social interactions are not well supported. Poor preparation means that children do not always experience high standards of teaching to help them make steady progress. The childminder is aware that communication and language development is important for young children. She has attended training and implements strategies, such as repeating words, singing and reading. Although the childminder demonstrates this knowledge, she does not always put it into practice through her teaching and planning of the curriculum.

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Curriculum and teaching Needs attention

The childminder understands what she should be teaching children in preparation for school. She uses assessment to check what children already know and can do and plan next steps for their learning. For example, she offers opportunities for children to explore and develop their fine motor strength. Additionally, the childminder introduces mathematical language to children from a young age. Children begin to learn how to count as the childminder models '1, 2, 3'. She talks about the colours and shapes of objects to introduce new concepts. Children demonstrate their knowledge and understanding of basic numbers as they attempt to count the balls.

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Leadership and governance Needs attention

The childminder is aware of some changes and areas for development within the setting. For example, through partnership working, she implements new ideas to strengthen children's learning in preparation for school. However, she does not have a deep enough understanding of the improvements she needs to make regarding her own teaching skills, and this impacts on the learning opportunities children receive. Additionally, she does not implement clear rules and boundaries to support children's behaviours. This means children do not fully understand the childminder's expectations within the setting.

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Leadership and governance Needs attention

Professional development opportunities help the childminder to extend her own knowledge of child development and develop some aspects of her teaching. That said, she does not identify underlying causes of weaknesses, and professional development opportunities are not targeted specifically enough to bring about effective improvement.

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Leadership and governance Needs attention

The childminder provides home learning bags for families to help children continue their learning at home. She supports transitions in and out of the setting to support children moving on to their next stage of learning. She has built good relationships with schools and often invites teachers into the setting to meet children, as well as visiting schools to help children become familiar with their new environment.

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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 does not always implement the curriculum to the highest standard. Therefore, children do not learn and achieve to the best of their abilities in all areas of learning. Additionally, the childminder's approach to behaviour management is not always consistent. Children do not always understand what is expected of them, and this can impact on their understanding of what is right and what is wrong.

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

The childminder welcomes children into the setting. They attend regularly and show that they feel safe and happy. They happily join in group activities and play alongside their peers. Children enjoy exploring a range of resources and develop secure relationships with the childminder. They look to her for cuddles and engage in some conversations and learning opportunities. Children enjoy some elements of their learning. The childminder does not always help children to build sustained attention or positive attitudes to keep trying. Children do not develop appropriate concentration skills to engage in learning as the childminder lacks focus to inspire and motivate them.

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

Children learn the skills they need to become independent in preparation for school. For example, children confidently feed themselves, cut up their own fruit and carry out personal hygiene tasks. They develop some confidence in doing this. The childminder plans to support children with special educational needs and/or disabilities. In-depth conversations with parents enable the childminder to gain a clear understanding of children's starting points and work alongside other professionals.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

implement an effective curriculum to support children's next steps in learning 15/04/2026

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Action Completion Date

provide clear boundaries and expectations for children, to help them understand and learn what is right and wrong 15/04/2026

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Action Completion Date

strengthen children's engagement and attention to support their learning and development to a higher standard. 15/04/2026

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About this inspection

The inspector spoke with the childminder and children and took account of parents' feedback 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,Friday : 08:00 - 17:00,Thursday : 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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