Childminder

Childminder

Unique reference number (URN): EY336598 Registered with Ofsted: 23/06/2006 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

All children make progress from their individual starting points across all areas of learning, with a particular strength in their communication and language development. They meet, and sometimes exceed, their developmental milestones. Children develop a genuine love of learning and show high levels of curiosity and engagement. Young children demonstrate an impressive understanding of complex topics, vocabulary and ideas. Children gain an attention to detail. For example, they understand the difference between the Arctic and Antarctica. Children are well prepared for their next stage of learning through the wide range of skills, knowledge and confidence they gain while attending this setting. This firm foundation supports smooth transitions and enables children to continue achieving successfully in their next educational environment. Children behave well in the setting as they confidently play and learn. However, children do not consistently have a deeper

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Achievement Expected standard

understanding of the expectations for their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children are happy, feel secure and settle quickly within this welcoming setting. The childminder creates a calm, nurturing and reassuring environment in which children thrive. She gently reminds children to use 'kind hands' and to share and take turns. The trusting relationships the childminder builds with children foster a culture of mutual respect. Her kind and caring manner ensures that children respond positively to her guidance and instructions.

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Behaviour, attitudes and establishing routines Expected standard

The childminder thoughtfully adapts the daily routine to reflect children's individual needs and interests, maximising their engagement and enjoyment throughout the day. She promotes good attendance and punctuality, working closely with parents to emphasise the importance of regular participation. Children are encouraged to value resources and to show consideration for others. They are reminded of the age-appropriate rules within the setting and are well supported to follow them. The childminder offers regular praise to promote positive behaviour. However, this is sometimes general in nature. For example, the childminder uses phrases, such as 'good boy', which do not clearly identify the behaviour she is recognising and celebrating. This does not consistently help children to understand what is expected of them.

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Children's welfare and wellbeing Expected standard

The childminder prioritises children's welfare and wellbeing effectively within this nurturing setting. The trusting bonds between the childminder and the children provide a secure foundation for their emotional development. Children feel valued and understood. The childminder skilfully supports their understanding of feelings through stories, the use of mirrors and meaningful everyday conversations. This helps children to recognise and express their emotions with growing confidence. Well-established routines underpin children's care and learning. These ensure that children feel safe and secure and are ready to learn and make the most of their time in the setting. The childminder encourages children to develop independence in age-appropriate ways, such as dressing themselves and putting on their shoes. This supports their growing self-care skills.

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Children's welfare and wellbeing Expected standard

The environment is safe and welcoming. It enables children to explore and play confidently. Children know that reassuring support is readily available. The childminder meets children's personal needs well. She models healthy lifestyles effectively. Children follow positive hygiene practices, learning from a young age how to wash and dry their hands thoroughly. They enjoy nutritious meals and snacks and benefit from daily access to a large garden, where they develop their physical skills and enjoy regular exercise. Children also learn how to keep themselves safe, such as closing the gate securely and tidying away toys to prevent accidents.

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Curriculum and teaching Expected standard

The childminder typically provides an ambitious and well-structured curriculum that is carefully tailored to meet the individual strengths and needs of every child. She thoughtfully sequences children's learning to ensure that children develop a foundation of key knowledge and skills. This creates a secure base from which children can build and acquire new learning. The curriculum is seamlessly embedded into the daily routine, maximising every opportunity for children's exploration, discovery and development.

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Curriculum and teaching Expected standard

The childminder actively enriches children's language by introducing a wide range of new vocabulary, such as naming different species of whales during play. She models high-quality conversations, encouraging children to engage confidently and use new language independently. The childminder skilfully weaves mathematical understanding into everyday activities. She models counting and comparing, which children then imitate during their play.

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Curriculum and teaching Expected standard

The childminder prioritises children's physical development. She provides consistent opportunities for children to practise key skills, such as learning to walk and move with control. The childminder generally supports children's emotional development by teaching them to recognise and name their feelings. She provides strategies for children to regulate their feelings. These include giving a hug to the 'snuggle bear' or relaxing in the cosy den. Inclusive practice is central to the childminder's approach. The childminder celebrates diversity, ensuring that every child feels valued and can fully access all learning opportunities.

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Inclusion Expected standard

The childminder demonstrates an excellent knowledge of the children in her care. She has a clear understanding of each child's individual needs, interests and next steps in learning. The childminder uses this information effectively to plan meaningful and accessible experiences. Her inclusive approach ensures that all children are supported to make progress across all areas of development. The childminder confidently adapts activities, resources and routines so that every child can fully engage and achieve, regardless of their starting points. She monitors children's progress regularly through ongoing observation and assessment. The childminder uses this information well to identify next steps and to plan targeted support that meets children's individual learning needs. She has high expectations for all children and is committed to ensuring that they thrive in her care. Positive partnerships with parents and carers further support children's development. The

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Inclusion Expected standard

childminder maintains regular communication. She shares feedback and engages in focused discussions to exchange key information that enhances continuity of children's care and learning. The childminder understands the importance of working with other professionals and uses her sound knowledge of child development to identify when children may require additional support. However, she has not consistently considered how further training, such as using the assess, plan, do and review approach to support children with special educational needs and/or disabilities, would enhance her practice even further. The childminder also considers how best to support disadvantaged children, including the effective use of early years pupil premium funding, to help all children achieve their full potential.

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Leadership and governance Expected standard

The childminder demonstrates a clear understanding of her role in providing a calm, nurturing and inclusive environment for all children who attend. She reflects regularly on her practice and carefully considers the individual needs of each child to ensure that these are met. Through ongoing self-evaluation, the childminder identifies strengths and areas for further development, showing a firm commitment to continuous improvement.

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Leadership and governance Expected standard

The childminder selects training opportunities that support her in meeting statutory requirements and generally enhancing outcomes for children. She recognises the positive impact that ongoing training and reflection have on the quality of care and learning she provides. This proactive approach helps to ensure that children typically benefit from up-to- date knowledge and effective practice.

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Leadership and governance Expected standard

The childminder is ambitious for her setting and is keen to strengthen her expertise further. In particular, she has identified a need to deepen her knowledge and skills in supporting children with special educational needs and/or disabilities, including those with speech and language difficulties. This demonstrates her commitment to inclusive practice and her determination to ensure that all children receive the support they need to thrive.

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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 form close and trusting relationships with this warm, caring and friendly childminder. She creates a welcoming environment where children feel safe, valued and eager to learn. The setting is stimulating and fun. The childminder offers children a wide range of engaging experiences that encourage them to explore and develop alongside her. Children clearly enjoy her company and share moments of joy and laughter as they learn together. For example, as children enthusiastically smash ice with hammers, they giggle with delight as the 'snow' bursts out from underneath. They demonstrate high levels of engagement and curiosity.

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

The childminder has high expectations for children's development. She consistently provides opportunities for children to succeed and make progress. The childminder carefully considers children's starting points and plans experiences that build on what they already know and can do. The environment is thoughtfully organised to support the development of key physical skills, such as walking and coordination, both indoors and outdoors. Through skilled interactions, the childminder introduces new knowledge and skills across all areas of learning. She ensures that children are well supported to achieve their next steps in learning. Children benefit from the effective foundations for learning that the childminder provides. They are well prepared for their future learning experiences. Children are confident, motivated learners who enjoy exploring new experiences. They demonstrate independence by managing age-appropriate self-care routines successfully.

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

The childminder values and celebrates each child and their family for their individuality. She recognises and respects children's cultural backgrounds and reflects this meaningfully within daily routines and planned activities. For example, children enjoy creating a Chanukiah to

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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About this setting

Local authority: Barnet take home as part of their Chanukah celebrations with their family. The childminder works closely with parents and carers to promote positive attendance and build meaningful partnerships. This ensures that children feel happy, well cared for and that their individual needs are consistently met.

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Next steps

The childminder should help children to build a deeper understanding of positive expectations, such as by strengthening the use of specific praise so that children clearly understand which behaviours and achievements are being recognised. The childminder should extend knowledge and understanding of the graduated approach to support children with special educational needs and/or disabilities, through further professional reading and training, to enhance early identification and targeted support strategies.

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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.

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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. 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

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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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