Childminder

Childminder

Unique reference number (URN): 2749286 Registered with Ofsted: 12/10/2023 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 secure progress from their starting points across all areas of learning. They develop increasing confidence in speaking and listening, building vocabulary through daily conversations, stories and shared experiences. Younger children begin to express their needs clearly and follow simple instructions, while older children sustain attention and join in discussions. Children develop independence in routines, such as handwashing and managing personal care. They demonstrate a growing understanding of early mathematical concepts through counting, comparing and problem-solving in play. Children who face barriers to learning make steady progress from their starting points and become more confident learners. Over time, children acquire the foundational knowledge and skills needed for their next stage of development. They are prepared appropriately for school, demonstrating curiosity and the ability to participate in group experiences. They now need

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Achievement Expected standard

more opportunities to explore their ideas and apply what they have learned using their own initiative.

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Behaviour, attitudes and establishing routines Expected standard

The childminder helps children understand boundaries through gentle reminders, clear explanations and predictable routines. She establishes clear expectations for behaviour, which children understand and follow, and she offers reminders as needed. The childminder extends the responsibilities for children as they progress and develop. Her warm, trusting approach helps children feel secure and confident about participating in activities. Children eagerly take part in activities, such as making bird feeders. They encourage one another, show awareness of each other's involvement in play and seek to include peers in shared activities. The childminder provides regular opportunities for children to take turns, share resources and collaborate, helping them learn how to get along with others. Children show a positive 'can-do' attitude and want to manage aspects of their routines independently, such as taking responsibility for personal care tasks. The childminder works closely with families

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Behaviour, attitudes and establishing routines Expected standard

to promote regular attendance and smooth transitions, adapting approaches where children need additional reassurance. The childminder knows children's interests and uses these to engage them in learning. However, the childminder has not yet consistently maximised opportunities to further strengthen children's independent focus, sustained attention and resilience in learning.

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Children's welfare and wellbeing Expected standard

The childminder knows each child's routines, family context and preferences, and she adapts care accordingly. For example, she prepares children for changes in routine with clear explanations and supports those who find some experiences overwhelming. Children who face barriers to learning receive emotional support that is specific to their needs. The close partnership with parents helps maintain consistency between home and the setting and an in-depth understanding of children's current emotional needs. The childminder provides clear routines for handwashing, mealtimes and tidy-up times and helps children develop personal responsibility. She promotes healthy choices through discussion at mealtimes, such as the importance of staying hydrated, and manages children's health needs effectively. The childminder ensures that children have daily opportunities for outdoor play and physical activity, often making use of amenities in the local area. Children begin to

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Children's welfare and wellbeing Expected standard

make healthy choices and develop increasing independence in managing their personal needs. However, opportunities to extend children's self-awareness and explore their own ideas are not yet fully embedded. Through everyday conversations about feelings and behaviour, the childminder helps children recognise emotions and begin to manage them.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of the curriculum and designs learning experiences around what children know and need to know next. She uses assessment information and ongoing observation to inform her planning, ensuring that activities align with children's stages of development. The curriculum is broad and covers all areas of learning. The childminder places clear emphasis on children's communication and language, with purposeful modelling of vocabulary and early mathematical concepts woven through daily experiences. The childminder's teaching reflects secure knowledge of child development. For example, she uses sensory exploration and cooking activities to support physical development, an appreciation of the natural world and the development of an expanding vocabulary. She frequently links her teaching to books and rhymes to reinforce learning. The childminder uses daily routines to promote physical, personal, social and

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Curriculum and teaching Expected standard

emotional development, including independence, healthy choices and emotional security. She makes adaptations for children who require additional support, including simplifying language, visual sequencing of daily routines and targeted interventions. The childminder evaluates her practice and identifies areas for improvement. However, over-reliance on adult direction sometimes reduces opportunities for children to explore their ideas more deeply. While teaching is purposeful and securely meets learning requirements, highly effective practice is not yet embedded.

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Inclusion Expected standard

The childminder is well trained and identifies children's individual needs through effective assessment systems, including language screening, ongoing observation and the progress check for children aged between 2 and 3 years. She promptly identifies children who face barriers to learning, such as delays in speech and language or social and emotional development. The childminder works closely with parents and external professionals to secure appropriate support. Where children have an identified language delay, the childminder adapts her interactions according to their stage of development. Children who need additional support to broaden their experiences benefit from regular outings and social opportunities in the local community. The childminder provides parents with strategies and activities to reinforce learning and routines at home to provide continuity in learning. The childminder reviews children's achievements termly and discusses the results with families

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Inclusion Expected standard

to ensure that children make progress from their starting points. However, the childminder's evaluation of how adult direction affects the depth of children's learning is not yet sharp enough to consistently embed highly effective teaching. Although barriers are reduced and children make secure progress, the childminder does not always fully realise opportunities to maximise and deepen children's learning. The childminder understands the importance of using funding to meet the specific needs of the children for whom it is intended.

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Leadership and governance Expected standard

The childminder undertakes mandatory training and works appropriately with external professionals when children require additional support. She understands the needs of the children currently attending, including those who face barriers to learning, and takes steps to seek advice when needed, including seeking additional training. Recent training has helped her to extend her knowledge and skills to support children with special educational needs and/or disabilities. The childminder reflects on her practice and values feedback. She collaborates with other local childminders to share ideas, reflect on practice and evaluate aspects of provision. Recent improvements include extending opportunities for children to explore animals, habitats and the natural world in her garden to deepen curiosity and real- life learning. However, the childminder's evaluation of teaching is not yet sharp enough to identify how levels of adult direction affect the depth of children's learning. The childminder

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Leadership and governance Expected standard

communicates effectively with parents, establishing clear starting points for new children and working in partnership with families to carry out the progress check for children aged between 2 and 3 years. She shares assessments and next steps regularly to support continuity between home and the setting. The childminder actively seeks parents' input so she has an in-depth understanding of the children.

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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 arrive happily and are warmly welcomed by the childminder. They greet visitors confidently, proudly share their names and quickly settle into familiar routines. Children feel safe and secure because the childminder's expectations are clear and consistent. They wash their hands independently, help set up the furniture for mealtimes without being prompted, tidy away resources and develop confidence and responsibility from an early age.

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

Children enjoy their learning. They become absorbed in sensory and cooking experiences, listening carefully to instructions and communicating confidently. Children make connections with their previous experiences, such as talking about familiar animals and birds. They sustain attention well for their age and show pride in completing tasks. Children acquire age- appropriate knowledge and skills across all areas of learning, adequately preparing them for their next steps, including school.

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

The childminder provides timely support to children who encounter barriers to their learning. For example, when children need additional speech and language support, the childminder works closely with parents and external professionals to plan for their development needs. Children make secure progress from their starting points. They benefit from regular outings and play opportunities with peers to help expand their experience of the local community and build social skills. Children learn alongside their peers and cooperate well. They negotiate roles and take turns, and the childminder supports them in managing minor frustrations.

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

The childminder views each child as a unique individual, ensuring that she understands and supports their specific needs. When new events or changes in routine arise, the childminder carefully prepares children so they feel secure and confident. Those who may feel overwhelmed receive support helping them to manage transitions smoothly. Children enjoy

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:00

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Facts and figures used on inspection

attending the setting, and the positive experiences they have help to promote regular attendance and calm, settled starts to the day.

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Next steps

The childminder should evaluate her practice more rigorously to identify areas where her teaching, including adult-led activities, needs further enhancement to maximise children's learning. The childminder should increase opportunities for children to apply their knowledge independently and test out their ideas to enhance their learning skills.

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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. 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. 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 .

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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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