Childminder

Childminder

Unique reference number (URN): EY347263 Registered with Ofsted: 30/05/2007 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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Behaviour, attitudes and establishing routines Strong standard

Children, including those with special educational needs and/or disabilities, thrive in a calm and positive environment where expectations for behaviour are clearly understood and consistently reinforced by the childminder. They arrive confidently and settle straight into the day. Children join in with familiar songs and greet the childminder with warmth. Children know what is expected of them and respond quickly to gentle reminders, such as slowing down indoors or staying on the path during walks. They show pride in doing the right thing and enjoy the praise they receive for trying hard, being kind or showing good manners.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of embedded routines. She supports children to develop increasing independence and self-regulation. Children show that they know how to get ready for outdoor play and select clothing appropriately for the weather. They confidently tell the childminder they need a hat. Children collect their coats, hats and gloves and attempt to dress themselves with growing independence. They take responsibility for their belongings and put their wellies away without prompting. The childminder's consistent routines help provide children with a strong sense of structure and predictability to help them know what happens next.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate highly positive attitudes to learning. They show curiosity, enthusiasm and determination when they tackle new challenges, such as climbing to see over a fence. They persevere when tasks are tricky and confidently ask for help if they need it. Children behave kindly towards others and approach learning with confidence and resilience. The childminder promotes regular attendance and educates parents on the importance of being prompt.

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Children's welfare and wellbeing Strong standard

Children, including those with special educational needs and/or disabilities, feel very safe, valued and cared for in this nurturing and inclusive setting. They form strong, trusting relationships with the childminder and show clear affection and confidence throughout the day. Children know they will be listened to, and their voices are heard. This helps them express their feelings openly, using words or gestures. They learn that all feelings are valid and begin to understand how to manage them with support.

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Children's welfare and wellbeing Strong standard

The childminder ensures that care practices are highly effective in supporting children's individual health and wellbeing. Children confidently wash their hands while singing a familiar song. They demonstrate an understanding of why hand hygiene is important to 'keep the germs away'. Young children attempt to use tissues independently to clean their nose. Children follow safety rules willingly during outings, showing a secure understanding of how to keep themselves safe.

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Children's welfare and wellbeing Strong standard

The childminder consistently promotes kindness, empathy and respect. She has warm interactions with children and is a positive role model. Children behave kindly towards one another, showing empathy and gentle behaviour that reflects the positive role modelling they experience. They feel proud of their identities and enjoy sharing family traditions, knowing these are welcomed and celebrated. As a result of children's wellbeing being consistently

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Expected standard

nurtured, all children flourish emotionally, socially and physically. They feel secure enough to explore and demonstrate confidence to try new things.

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Inclusion Strong standard

All children experience a highly inclusive environment where their individuality is recognised, respected and celebrated. The childminder knows each child and their family very well. This enables her to tailor support so that every child feels valued and understood. She embraces the diverse backgrounds of the families she works with, ensuring that children's home cultures, beliefs and traditions are incorporated meaningfully into daily routines. The childminder enriches children's wider experiences and promotes diversity. She uses stories, celebrations, food and conversations to broaden their understanding of the world.

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Inclusion Strong standard

The childminder is proactive in identifying emerging needs and takes swift, thoughtful action to support children effectively. She works closely with parents, other settings children attend and external professionals to ensure that consistent strategies and shared goals are used by all caregivers. The childminder uses the graduated approach and targeted small steps to break learning into manageable, achievable targets. This enables children with additional needs to make secure progress. She regularly reviews and monitors the impact of her teaching and makes adaptations when necessary. The childminder adapts her environment sensitively. She uses specialist resources and training to ensure that every child can participate fully. The childminder uses any additional funding to fully support all children and reduce barriers to learning, which maximises children's learning possibilities.

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Inclusion Strong standard

Children learn to appreciate differences and develop positive attitudes towards others. As a result, they feel secure, confident and included, and they thrive in a setting where every child is genuinely celebrated.

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Achievement Expected standard

All children enjoy exciting experiences that help them grow in confidence and ability. They explore their interests with enthusiasm, such as learning to name their favourite dinosaurs. Children sing counting rhymes as they march up a hill in a local park. They demonstrate their impressive physical skills as they jump in muddy puddles. Children use new words naturally as they play. They confidently recite familiar songs and nursery rhymes. Younger children confidently identify objects they see, such as ducks on the pond.

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Achievement Expected standard

Children display their growing independence as they learn to use knives to cut fruit. They put on their coats and boots and proudly show the childminder what they can do for themselves. Outdoors, children show they are confident to climb and balance, demonstrating strong physical skills. Children enjoy stories and correctly identify things they can see on the pages of the book. They show curiosity, motivation and a willingness to have a go. Older children display confidence and readiness for their next stage of learning.

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Curriculum and teaching Expected standard

The childminder provides a broad and engaging curriculum that supports children's learning across all areas, including those with special educational needs and/or disabilities. She shapes activities around what children enjoy, such as dinosaurs, balloons and exploring the local environment. The childminder purposefully uses everyday routines to build children's independence, for example encouraging them to peel fruit, wash their hands and put on their outdoor clothing. She introduces new vocabulary naturally throughout the day. During play, the childminder explains that the balloon has a 'knot'. Children learn the word 'peel' when preparing fruit for their snack. The childminder supports children's personal, social and emotional development by talking about feelings, modelling gentle behaviour and helping them recognise emotions in stories and in themselves.

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Curriculum and teaching Expected standard

The childminder weaves mathematical ideas into play, such as comparing big and small puddles or counting steps as children march up the hill. Her teaching is warm and supportive, and she responds sensitively when children need help. When children struggle to identify that toys are 'little', the childminder recognises gaps in their learning and adapts her teaching. She models the concept of 'little' using different-sized dinosaurs to help children understand further. Children benefit from regular outings that enrich their understanding of the world, such as to the local library.

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Curriculum and teaching Expected standard

However, questioning is not always used to deepen children's thinking. At times, the childminder asks closed questions and occasionally answers for younger children. This limits opportunities for deeper thinking and expressive language.

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Leadership and governance Expected standard

Leadership is effective, and the childminder ensures that children are safe, settled and well supported. The childminder builds strong, trusting relationships with families, who value her warm communication and the consistency she provides. She knows children well, including those with special educational needs and/or disabilities, and uses this knowledge to plan experiences that meet their needs and support their development. The childminder works closely with other professionals, including local schools, to facilitate transitions when children move on to their next stage of learning.

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Leadership and governance Expected standard

The childminder regularly reflects on her practice and demonstrates a clear commitment to improvement. She engages in relevant training and professional development, including safeguarding updates and early years courses. The childminder is beginning to use this learning to shape her curriculum and build on her interactions with children. She recognises where her practice needs to develop even further, particularly in extending children's language further through more open-ended dialogue.

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Leadership and governance Expected standard

Leadership is secure and improving. The childminder's reflective approach, commitment to professional development and strong relationships with families ensure that all children experience a positive, nurturing environment where they make steady progress and feel safe and valued.

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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 benefit from a warm, nurturing environment where they are supported to achieve well and develop the knowledge, skills and confidence they need for the best start in life. The childminder plans meaningful experiences that build on what children already know and can do. She introduces new vocabulary throughout the day, models language clearly and uses songs, stories and everyday routines to strengthen children's communication skills. Children show curiosity and enthusiasm as they explore. They enjoy running to the park, investigating treasure baskets and joining in with counting and shape activities. The

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About this setting

Type: Childminder childminder responds sensitively when children need help and praises their efforts, which builds their confidence and resilience.

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About this setting

Children feel a strong sense of belonging. They arrive happily, settle quickly and show secure attachments to the childminder. Familiar routines, such as singing the hello song, choosing books and helping to tidy up, help children feel safe and valued. The childminder knows children and their families very well. She celebrates their backgrounds, interests and home cultures, which ensures that every child feels recognised and included. Children enjoy sharing family photos and talking about the people who matter to them, which strengthens their emotional security.

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About this setting

Children thrive because the childminder has clear boundaries and supportive routines to keep children safe and help them flourish. They learn to keep themselves safe during play and daily activities, such as staying on the path as they walk to the park. Children develop growing independence and are kind to others. All children, including those with special educational needs and/or disabilities, make secure progress from their starting points. The childminder consistently reduces barriers to learning to help all children thrive.

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Next steps

The childminder should adapt her interactions with children to encourage them to discuss their thoughts and ideas to develop their expressive language skills further.

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About this inspection

The inspector spoke with parents, children and 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. Registration date: 30/05/2007

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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

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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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