Childminder

Childminder

Unique reference number (URN): EY251940 Registered with Ofsted: 06/02/2003 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

The childminder has developed a wonderfully warm and positive environment where children behave beautifully. They are respectful, kind and considerate, reflecting the childminder's positive role modelling. Children understand what is expected of them and form very secure attachments with the childminder and good friendships with each other. Children have opportunities to mix with children of different ages. This adds a rich social dynamic to the setting as younger children benefit from observing older role models, while older children naturally support and guide younger peers. When reminders of behaviour expectations are needed, these are given gently and in ways that are entirely appropriate for children's age and stage of development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has well-established routines. For example, children complete homework and reading after school. This reinforces learning and helps children develop healthy habits that prepare them for the next stage of education and life-long attitudes to learning. Children listen to each other and work together. Older children naturally help younger children to do things that they find challenging. This supports children to develop their social skills and prepares them well for life in the wider world.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands how to support punctuality and attendance, and she applies her policies and procedures effectively to ensure that children develop good routines.

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Inclusion Strong standard

The childminder's practice is highly inclusive. She quickly and effectively identifies when children develop gaps in their learning or development. She works very closely and effectively with parents and other settings to ensure a consistent child-centred approach. Where appropriate, she seeks advice and support from other professionals to ensure that children receive the right support. This collaborative approach helps all children, including those with special educational needs and/or disabilities (SEND), to make good progress and feel supported and safe.

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Inclusion Strong standard

The childminder thoughtfully adapts the environment and daily routines so that every child can participate fully and feel comfortable. For example, she provides calming resources for children who need time to unwind, helping them transition smoothly and arrive at school ready to learn. She continually evaluates the effectiveness of these adjustments and reviews support regularly to ensure that strategies remain responsive to each child's evolving needs.

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Inclusion Strong standard

The childminder pays particularly close attention to the wellbeing of children known to children's social care and children with SEND. She adapts strategies and resources to suit their individual circumstances, ensuring that they feel safe, included and are able to thrive.

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Children's welfare and wellbeing Expected standard

The childminder has a clear understanding of each child's individual circumstances and carefully considers their wellbeing. She adapts routines, activities and the environment to ensure that all children, including those with special educational needs and/or disabilities and those known to children's social care, feel safe and included. She regularly reviews and adapts strategies and resources to meet children's changing needs. This enables every child to feel a secure sense of belonging within the group and develop confidence and independence.

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Children's welfare and wellbeing Expected standard

The childminder teaches children about healthy lifestyles and personal safety through everyday activities, such as walking to and from school and sharing discussions around the table at mealtimes. These conversations not only support their understanding of physical development, but also help them feel listened to and valued. The childminder speaks with parents about allergies and special dietary requirements to ensure that her environment is safe for all children who attend.

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Children's welfare and wellbeing Expected standard

Children form secure attachments with the childminder, and they respond positively to her calm guidance. She helps children to recognise and talk about their emotions in ways that are appropriate for their age and stage of development.

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Leadership and governance Expected standard

The childminder regularly reflects on her practice and provision and places children's wellbeing at the heart of her practice. She seeks out professional development opportunities to keep her knowledge current. For example, she has recently committed to training on the early detection of autism. These training opportunities support her to be better equipped to identify children's emerging needs.

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Leadership and governance Expected standard

The childminder actively engages with other settings children attend, and she continues children's learning after school. This ensures that children benefit from a collaborative approach to their learning experience and supports the progress children make at school, in particular children who face barriers to their learning or wellbeing. She works with other professionals as appropriate and maintains effective communication between school and home. This means that children benefit from a cohesive approach to their learning and feel secure in her care.

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Leadership and governance Expected standard

Parents receive effective support around their children's needs and care. However, opportunities remain to make communication about online safety more explicit so that parents are better informed to further improve children's overall safety and wellbeing.

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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 thrive in a warm and welcoming atmosphere where they form secure relationships with the experienced childminder. They quickly settle into activities and feel relaxed and entirely at home. This supports their emotional wellbeing and builds their confidence. The childminder takes pride in knowing each child individually, and she tailors her care to meet children's interests, cultural heritage and unique developmental needs, adapting her practice to support children with special educational needs and/or disabilities. Children have

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About this setting

Type: Childminder opportunities to make suggestions for activities, and they often introduce new games. This means that all children feel listened to and gives them a sense of belonging.

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About this setting

Children behave very well. The childminder sets clear expectations of behaviour, which children understand and follow. They are very respectful in conversation. They listen carefully and allow each other time to speak. This helps children develop respect for different perspectives, feel valued and prepares them well for life in the wider world.

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About this setting

The childminder actively engages children in fun and stimulating games and outdoor play. Children giggle as they recall movement games and water-pouring games in the garden during the summer. These shared experiences promote social skills and give children a secure sense of belonging as they share laughter and recall happy memories together.

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About this setting

Children learn to keep themselves healthy. They talk about healthy eating and dental hygiene during mealtimes when they all sit together. These discussions also provide opportunities to explore diverse cultures and different food traditions. This develops a clear understanding of personal care and an appreciation of different cultures.

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Next steps

The childminder should communicate to parents about online safety more explicitly so parents are better informed and to further improve children's overall safety and wellbeing.

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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. Registration date: 06/02/2003

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:30,Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30

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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

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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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