Childminder

Childminder

Unique reference number (URN): EY425649 Registered with Ofsted: 21/04/2011 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children make rapid progress from their starting points across the areas of learning, with particularly secure gains in communication and language. Children with previous language delays now communicate with greater confidence, using sounds, gestures and emerging words to express their needs and ideas. Children confidently name shapes, including circles, squares and triangles. They identify numbers and demonstrate clear progress in communication by independently requesting more shells during sand play.

p.2

Achievement Strong standard

Children develop age-appropriate knowledge and skills. They show enjoyment in learning, sustain attention and demonstrate growing independence during their play and routines. Older children build the skills they need to support a smooth transition to the next stage of learning, including confidence, listening and engagement in group activities. Children who receive additional support make consistently secure progress. Children are well prepared for their next steps and approach learning with confidence and resilience.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has established a positive and respectful environment where expectations for behaviour are clearly and consistently understood. Relationships between the childminder and children are warm and secure. As a result, children demonstrate kindness, care and consideration towards others.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder supports children in taking turns, sharing resources and managing their emotions. She uses calm language and clear explanations to guide behaviour and promote understanding. Expectations are adapted to reflect children's age and stage of development so they gradually develop self-control and independence. For example, when disagreements arise over sharing in the role-play house, the childminder explains expectations calmly, and children resolve the issue and continue playing cooperatively.

p.2

Behaviour, attitudes and establishing routines Strong standard

Well-established routines help children feel secure and understand what is expected of them. Transitions are calm and purposeful. Children respond positively to routine reminders, such as requesting '10 more minutes' before moving on to group time. The childminder also works closely with families to promote regular attendance and punctuality so children benefit fully from the learning experiences provided.

p.2

Children's welfare and wellbeing Strong standard

Care practices meet children's individual needs effectively. The childminder establishes secure and nurturing relationships with children, supporting their emotional wellbeing. Children are guided sensitively to recognise, express and manage their feelings, and the childminder responds promptly when children experience strong emotions. Routines and care practices are adapted when needed so that children who face barriers to their learning or wellbeing are helped to feel comfortable, included and able to participate fully. Daily routines, including mealtimes and sleep arrangements, are well established and thoughtfully organised to support children's comfort, health and emotional security. The childminder promotes healthy choices through discussion and daily practice. Hygiene routines are embedded and consistently followed, supporting children's understanding of personal care and wellbeing. For example, the childminder reminds children to wash their

p.2

Children's welfare and wellbeing Strong standard

hands after wiping their noses, helping them understand how to keep themselves and others healthy and safe.

p.3

Children's welfare and wellbeing Strong standard

Children develop physical skills and resilience through active play indoors and outdoors. For example, a child perseveres when adjusting a pushchair to navigate a step independently and proudly announces their success. Through routines, discussions and play, children also begin to understand how to keep themselves safe in everyday situations.

p.3

Curriculum and teaching Strong standard

The childminder clearly understands the curriculum and how it supports children's learning across all areas of the early years foundation stage. She uses assessment to build on what children already know and can do and plans experiences that help them develop knowledge and skills over time. The childminder reflects regularly on the quality of the curriculum and her teaching. She adapts activities, routines and resources as needed to strengthen children's learning experiences and ensure that the curriculum remains well matched to their needs.

p.3

Curriculum and teaching Strong standard

The childminder's knowledge of child development informs purposeful teaching. She supports children's communication by modelling language, introducing new vocabulary and extending conversations during play. For example, the childminder encourages children to count objects, compare sizes and talk about shapes while they play and participate in everyday routines. She also prioritises children's physical and personal, social and emotional development through consistent routines, encouragement and positive interactions.

p.3

Curriculum and teaching Strong standard

The childminder adapts teaching so that children who face barriers to learning can participate fully. For example, she uses visual prompts, signs and repetition to help children understand instructions, communicate their needs and join in with activities alongside their peers.

p.3

Inclusion Strong standard

The childminder identifies children's individual needs accurately and at an early stage. She takes purposeful action to reduce barriers to learning and wellbeing so that all children can participate fully in the setting. The childminder works closely with families and external professionals to ensure that support is well coordinated and responsive to children's needs. Support plans are reviewed regularly so that strategies remain closely matched to children's development and changing circumstances.

p.3

Inclusion Strong standard

Children who require additional support, including those with emerging communication needs, make clear progress from their starting points. The childminder uses a range of carefully chosen strategies, such as visual prompts, signs and repetition, to strengthen children's understanding and communication. For example, children who previously communicated in very limited ways now increasingly use sounds, gestures and familiar words to express their needs and choices. As a result, children participate confidently in activities and interactions alongside their peers.

p.3

Inclusion Strong standard

The childminder monitors children's progress closely and evaluates the impact of the support she provides. She adjusts strategies when needed to ensure children continue to develop their knowledge, skills and confidence. The childminder also keeps her knowledge up to date through relevant training, including approaches that support children's communication and development. This strengthens the quality of support she provides for children with additional needs.

p.4

Inclusion Strong standard

When funding is available, the childminder uses it purposefully to enhance children's learning experiences and provide targeted support. Families are valued as partners in children's development, and regular communication between home and the setting helps ensure consistency. As a result, children feel included, secure and supported in their learning and wellbeing.

p.4

Leadership and governance Strong standard

The childminder has a clear and accurate understanding of the strengths of the setting and engages in regular, reflective practice to drive improvement. The childminder thoughtfully considers changes to the environment and organisation of the provision, demonstrating a focus on supporting children's communication, independence and wellbeing. For example, the indoor space has been thoughtfully redesigned to create a larger book area, which children now use frequently to share stories and engage in sustained conversations with adults.

p.4

Leadership and governance Strong standard

The childminder works collaboratively and effectively with families, other childminders and external professionals to support children and their families. She maintains regular communication with families and professionals, including meeting outside of usual hours, when required, to review progress and secure timely support. This partnership working strengthens consistency and improves outcomes for children.

p.4

Leadership and governance Strong standard

Professional development is prioritised and used purposefully to maintain and strengthen knowledge and skills. The childminder makes well-informed decisions that are consistently in children's best interests and gives appropriate consideration to assistants' wellbeing and workload. Parents and carers speak positively about the care their children receive and value the nurturing, well-organised environment. Leadership supports the effective running of the setting and contributes to positive outcomes for children.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children experience a calm, welcoming and well-organised environment where they feel safe, secure and included. Adults understand children's individual starting points and use their knowledge purposefully to support their learning, development and emotional wellbeing. As a result, children approach activities confidently and independently as they explore, make choices and seek support when needed.

p.5

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

Children show clear enjoyment in learning and engage in a wide range of experiences indoors and outdoors. They show curiosity and focus as they explore resources and share

p.5

Inspector:

Laura Hodges their findings with adults and peers. Daily routines help children develop independence. For example, adults help children manage transitions and self-care tasks, such as tidying away resources or preparing for mealtimes. These experiences help children develop the knowledge and skills they need for their next stages of learning.

p.6

Inspector:

Children develop positive relationships with adults and their peers. They play cooperatively, share resources and take turns. When challenges arise, adults respond calmly, and they guide children in recognising and expressing their emotions and resolving disagreements. This helps children feel respected, understood and emotionally secure.

p.6

Inspector:

Leaders and practitioners work closely with families to understand children's needs and starting points, including those who face barriers to their learning or wellbeing. Children who require additional support are included in all aspects of the setting and receive help that enables them to participate confidently alongside their peers. Leaders also promote the importance of regular attendance so that children benefit fully from the experiences the setting provides.

p.6

Inspector:

Children build secure relationships with adults and develop a strong sense of belonging. Families feel welcomed and value the care and education provided. As a result, children make progress from their starting points and flourish in an environment that supports their learning and wellbeing.

p.6

Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

p.6

About this inspection

The inspector spoke with the childminder, assistants and children during the inspection, and reviewed feedback provided by parents and carers.

p.6

About this inspection

The inspection was carried out under sections 49 and 50 of the Childcare Act 2006. This inspection assessed the quality and standards of the early years provision registered on the Early Years Register. The registered person must ensure that the provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8