Childminder

Childminder

Unique reference number (URN): 139251 Registered with Ofsted: 27/04/1999 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 steady progress across all seven areas of learning because the curriculum is well matched to their needs and starting points. They develop secure communication and language skills. They begin to speak in longer sentences and use comparative language, such as 'too big'. Children's early mathematical understanding grows as they explore size, shape and problem-solving through daily activities.

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Achievement Expected standard

Children's physical development progresses well, for example, as they learn to balance on one leg or strengthen their hands and coordination with play dough and mark making. They begin to attribute meaning to the marks they make, such as drawing bubbles. Increasing independence and the ability to concentrate for longer periods prepare them well for future learning.

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Achievement Expected standard

Children who may face barriers to learning are supported effectively through close communication with families and tailored teaching, which ensures that they progress from their starting points. To strengthen achievement further, children need more opportunities to think aloud through open-ended questioning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm, positive environment where children understand and follow clear expectations for behaviour. She monitors attendance closely and works with families to ensure that children arrive ready to learn. High expectations are consistently reinforced, and any incidents of poor behaviour are addressed swiftly and sensitively.

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Behaviour, attitudes and establishing routines Expected standard

Warm, trusting relationships help children feel secure. The childminder encourages kindness and cooperation, models respectful interactions and supports children in building strong bonds with one another. Children learn to use good manners, such as saying 'please' and 'thank you' at snack time, and they take pride in caring for their environment by tidying up alongside the childminder.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established, and the childminder adapts her expectations to suit children's age and stage of development. As a result, children join in positively with handwashing and getting ready to go outside. The childminder works closely with parents to maintain consistency, following home routines and supporting families when these change. Her calm approach and clear boundaries, such as explaining where children can run in open spaces, help children develop self-control and confidence. Children are encouraged to make choices, such as selecting their play dough colours, which supports their growing sense of self and positive attitudes to learning.

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Children's welfare and wellbeing Expected standard

Children are cared for in a safe, welcoming environment, where their welfare is clearly prioritised. The childminder maintains strong hygiene routines, such as encouraging handwashing after nappy changes, and has recently improved privacy by installing a built-in changing area with a screen. Close supervision during mealtimes ensures that children eat safely and confidently.

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Children's welfare and wellbeing Expected standard

Warm, responsive relationships help children develop a strong sense of belonging. The childminder helps children build friendships, some of which continue long after they leave the setting. She works closely with families to meet children's individual needs, including supporting changes in sleep routines and potty training, ensuring consistency between home and the setting.

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Children's welfare and wellbeing Expected standard

Children learn about their health and wellbeing through daily routines and gentle guidance. For example, they discuss the healthy fruit they enjoy at snack time. They are normally encouraged to develop independence, such as by helping to put on their puddle suits, and they are beginning to make choices that support their sense of self. The childminder helps them with self-care, such as blowing their noses. The childminder promotes emotional security by offering calm reassurance and helping children identify and express their feelings. For example, she explores how toy characters are feeling to open up a discussion about emotions.

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Curriculum and teaching Expected standard

Since the last inspection, the childminder has designed a clear, well-sequenced curriculum that covers all areas of learning. She has strengthened her practice by clearly outlining what she wants children to learn and how she will support them in doing so. This aligns with the activities and experiences she provides and helps her track curriculum coverage effectively.

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Curriculum and teaching Expected standard

Teaching is tailored to children's individual needs and interests. The childminder uses songs, rhymes and actions to build children's language skills, modelling vocabulary throughout the day. She weaves mathematical learning into routines and play, such as comparing big and small animals or fitting objects through different-sized windows. The childminder purposefully uses children's interests, including themes such as transport, to deepen their engagement.

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Curriculum and teaching Expected standard

The childminder prioritises children's personal, social and emotional development, offering consistent expectations that help them feel safe and secure. She provides varied opportunities for physical development, such as ball games and play dough activities that strengthen fine motor skills. Regular assessment helps her adapt teaching to children's different starting points.

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Curriculum and teaching Expected standard

At times, the childminder moves children on from activities before they have fully explored their learning. This limits opportunities for children to develop a deeper and broader understanding. Allowing children more time to engage and practise would help to strengthen this.

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Inclusion Expected standard

The childminder creates a warm, inclusive environment where all children feel welcomed and valued. She works closely with families from the outset, gathering detailed information about children's needs, routines and interests. This enables her to identify individual starting points accurately and to plan support that meets each child's needs. The childminder carries out regular observations and assessments, which help her promptly identify emerging needs. She has taken effective action to support children with their emerging speech, introducing targeted activities in the setting and working closely with parents to ensure consistent strategies at home. This shared approach helps reduce potential barriers to children's learning and wellbeing, including for those who face disadvantages or are known to social care. The childminder regularly reviews the impact of her additional support and adapts it accordingly, so children make sustained progress. The

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Inclusion Expected standard

childminder maintains strong communication with parents, ensuring that she reviews and adapts support as children grow.

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Inclusion Expected standard

The childminder knows how to access local authority services when needed. She understands the importance of seeking specialist support at any early stage when additional needs are identified. As she has limited recent experience with more complex needs, continuing to prioritise training will help her remain confident in identifying concerns at the earliest stage.

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Leadership and governance Expected standard

The childminder demonstrates a clear commitment to the ongoing improvement of education and care in her setting. Since the last inspection, she has taken swift and effective action to improve provision, working closely with local authority partners. For example, she adapted the space to ensure that there was enough room for the children to learn and grow. She also developed a new nappy changing area with privacy screening and designed a clear curriculum to support children's progress. These improvements show her understanding of the setting's strengths and areas for development.

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Leadership and governance Expected standard

The childminder organises her policies and procedures effectively, reviewing them regularly to ensure the safe and efficient operation of the setting. She makes decisions that prioritise children's wellbeing, including those who may face barriers to learning. Parents say that children learn a great deal in her care, particularly new songs and vocabulary, and they value the practical support the childminder offers with family issues, such as sleep routines and potty training. The childminder is mindful of her wellbeing and workload, and she keeps systems manageable.

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Leadership and governance Expected standard

Daily communication journals and regular discussions help parents feel informed and supported, contributing to a cohesive approach between home and the setting. The childminder's reflective practice and willingness to seek expert guidance demonstrate her commitment to ongoing improvement. She undertakes regular training, which continues to strengthen her practice.

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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 safe, happy and settled in this warm, welcoming setting. They form trusting relationships with the childminder, who knows each child and their family very well. Before children start, the childminder works closely with parents to understand their routines, interests and needs. This helps children feel secure from the outset and ensures that the childminder shapes the curriculum around their individual starting points.

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

Children engage in their learning with enthusiasm. They show curiosity and enjoyment as they explore activities designed to build their thinking skills. For example, they concentrate

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About this setting

Unique reference number (URN): 139251 as they feed toy animals through different-sized windows, using language of comparison. The childminder's calm encouragement helps children take risks, try new things and develop confidence in their abilities. She listens carefully to children and provides them genuine choice in their play, which nurtures their independence and growing sense of self.

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About this setting

The childminder uses everyday routines purposefully. For instance, children learn to pull up their clothes at nappy changes. This teaches them to manage their personal needs increasingly well. The childminder helps the children develop a strong sense of belonging. Many siblings attend together, and the childminder builds long-term, positive relationships with families. Parents describe the setting as 'home from home' and value the support they receive on issues such as sleep and potty training. The childminder's commitment to maintaining these family bonds is evident in the regular visits she receives from adults she cared for in their early years.

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About this setting

The childminder cares for the children, includes them fully and helps them make steady progress from their starting points. As a result, they thrive. They develop the confidence, social skills and early knowledge they need for their next steps.

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Next steps

The childminder should strengthen her use of questioning to give children more opportunities to extend their language and communication skills. The childminder should ensure that children have enough time to practise and secure new knowledge before moving them on to new experiences.

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About this inspection

The inspector/inspectors spoke with the childminder, parents and children 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. Type: Childminder

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About this inspection

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