Childminder

Childminder

Unique reference number (URN): EY338388 Registered with Ofsted: 18/07/2006 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

Children make progress across all areas of learning. The childminder describes how children with special educational needs and/or disabilities or those that face barriers to their learning would be supported through close working partnerships with parents and other professionals. To strengthen children's achievement further, the childminder could develop her understanding of how to access and use additional funding to enhance children's learning experiences.

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Achievement Expected standard

Children enjoy their time with the caring childminder and develop a love of books. They sit and look at books independently and also enjoy listening and joining in when the childminder reads to them. This helps to strengthen their early communication skills. Children use their imagination during play. For example, they pretend to be a doctor using a stethoscope. They explore different textures using spoons and their hands, observing how materials such as cornflour mixed with water look and feel.

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Achievement Expected standard

Children demonstrate their early mathematical skills as they sort building blocks into different colours and use them to build. They practise independence during daily routines. For instance, they visit the bathroom to wash their hands and learn how to put on their own shoes and coats. Through ongoing conversations with the childminder, children are well prepared for moving on to other settings.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. Children respond enthusiastically to her guidance. She takes account of their different stages of development and uses appropriate strategies to support them. Children learn to take turns, share and play together. The childminder is supportive when the occasional disagreement arises over a toy. For example, she reminds children to share resources and explains that they will have a turn. Children are caring and respectful towards others and enjoy playing together. Good manners are consistently promoted. Children show that they understand the childminder's routines. They are eager to tidy away toys before lunchtime and enjoy helping with tasks. For instance, they willingly clean the floor when sand is spilt.

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Behaviour, attitudes and establishing routines Expected standard

Children form warm, positive relationships with each other and with the childminder. They benefit from regular outings to local playgroups, where they learn to mix with other children. They are keen to join in with activities and show sustained concentration over time. The childminder works closely with parents to promote the importance of good attendance and the positive impact this has on children's development.

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Curriculum and teaching Expected standard

Children enjoy a curriculum that meets their individual needs. The childminder observes them during their first month of attendance and assesses their development. She then accurately plans their next steps. If she identifies any delays in children's learning, she focuses her support on specific areas to help them make progress. To strengthen practice, the childminder could develop her understanding about how to access additional funding to help her close any identified gaps in a child's learning.

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Curriculum and teaching Expected standard

The childminder ensures that learning is well sequenced, regularly checking what children know and can do before introducing new concepts. She has a warm and supportive manner with the children. She helps them develop their communication and language skills, and they become increasingly independent in making choices about what they do. Children learn to get along with each other and show that they understand the childminder's expectations for behaviour. They consider one another's needs, supported by timely reminders, such as sharing resources.

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Curriculum and teaching Expected standard

The childminder supports children's mathematical development by drawing their attention to mathematical ideas during play. For example, during a cornflour activity, she introduces simple size language and asks questions about 'small' and 'big'. The childminder strongly believes that children should spend time outdoors, and they enjoy regular opportunities to play in the back garden and to go for walks in the local area. As a result, children develop a broad range of skills that prepare them well for the next stage in their education.

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Inclusion Expected standard

The childminder has a limited understanding of additional funding, such as the early years pupil premium funding, and how to access it to help address any developmental gaps children may have. However, she talks to parents before children start to identify any potential barriers to their learning. She establishes children's starting points and considers what she can do to support their development. The childminder adapts the curriculum so that all children can learn to the best of their abilities and feel included. Ongoing assessments of children's development help her identify any gaps in learning that she can address.

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Inclusion Expected standard

Although there are currently no children on roll with special educational needs and/or disabilities, or children known (or previously known) to children's social care, the childminder demonstrates a secure understanding of how she would support them in her care. She is keen to broaden her professional knowledge and keeps up to date with emerging trends through her own research to learn about what will help improve her practice. Any concerns about a child's development are discussed with parents, and she signposts families to appropriate professionals for further advice.

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Leadership and governance Expected standard

The childminder demonstrates, through discussion, that she understands how she would support the development of all children, including those with special educational needs and/or disabilities. However, she is less confident in her understanding of how to access additional funding, such as early years pupil premium funding, and how this can be used to enhance children's learning, for example through the use of specialised resources to boost children's school readiness.

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Leadership and governance Expected standard

The childminder has a clear understanding of her strengths and areas for improvement. Since the last inspection, she has had drainage installed in the garden so that children can access it in all weathers. She continues to develop her knowledge to support children's

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Needs attention

learning and care. For example, she has attended training that helps her teach children about their emotions and feelings. A behaviour management course has helped her to strengthen her confidence in handling difficult situations and how to communicate effectively with parents.

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Needs attention

The childminder fosters strong partnerships with parents. She shares information about children's care and learning, and parents contribute details about what their children do at home. The childminder uses this information to build on children's interests within the setting. For instance, when children showed curiosity about the different sizes of family members, she provided activities that encouraged them to explore size, including drawing around each other. Parents value that their children are happy to attend and that the childminder is always approachable.

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Children's welfare and wellbeing Needs attention

Overall, children are supervised well. However, while the childminder sits with the children at lunchtime as they are eating, she leaves the room when some children have not quite finished their last mouthful. This means she cannot be alert to if a child starts choking at this time. The childminder works closely with parents to help new children settle. Tailored visits, based on each child's individual needs, support a smooth transition into her care. She gathers detailed information about what children are like at home and what they can already do, enabling her to meet their needs effectively.

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Children's welfare and wellbeing Needs attention

A wide range of resources is used to help children learn about their emotions. The childminder reads stories and shares images that help children recognise different feelings and begin to talk about their own. She also promotes healthy lifestyles by planning nutritious menus in advance and considering any dietary requirements or allergies.

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Children's welfare and wellbeing Needs attention

Outdoor play is encouraged, and children benefit from regular opportunities to develop their physical skills. They learn to balance, throw beanbags and balls, and ride small bicycles. Children rest comfortably, and nappy-changing routines are carried out in a way that protects their privacy.

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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 are happy and settled. They enjoy their time with the childminder and form close relationships with her and with each other. They feel secure in this nurturing environment. However, there are occasions, such as at lunchtime, when the childminder does not closely monitor children to ensure they are safe at all times. The childminder also lacks understanding about the different funding options that are available that can be used to boost a child's development. The childminder's curriculum helps children prepare well for the next stage in their learning. Children are enthusiastic about activities and remain engaged for extended periods. For example, they explore how cornflour and water feel, observing how the mixture pours into different containers, and they use spoons to scoop it up. The childminder understands how to adapt activities so that every child, including those with special educational needs and/or

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

disabilities, can participate and learn alongside others.

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

The childminder works closely with parents when children first start, gathering information about their stage of development. This helps her plan what children need to learn next. She shares developmental information with parents daily and provides ideas for how they can support learning at home. She also talks to parents about the importance of regular attendance. In addition, she builds strong partnerships with other settings children attend, sharing information to ensure continuity in their learning.

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

Communication and language development is a clear priority. The childminder talks to children throughout their activities, asks questions to extend their thinking and introduces new words, such as 'sticky', to describe the cornflour mixture. Children enjoy using this new word in their play. She reinforces language development by repeating words, so children hear the correct pronunciation. The childminder provides a warm, welcoming environment where children can make independent choices, learn how to get along with others and build the social skills they need as they move on to nursery or school.

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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 action by the assigned date:

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Action Completion Date

ensure that children are monitored consistently during mealtimes for their safety. 11/02/2026

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About this inspection

The inspector spoke with the childminder and children and took account of parents' views 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,Thursday,Friday : 08:00 - 17:30

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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

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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