Childminder

Childminder

Unique reference number (URN): EY405335 Registered with Ofsted: 01/03/2010 Registers: EYR, CCR

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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 Strong standard

Children make rapid and sustained progress across all areas of learning. They are highly motivated to engage in activities, initiate conversations, and confidently express their thoughts and ideas. For example, children eagerly explain what they are building and describe what might happen next. They talk through their thinking as they solve problems during play. Even very young children develop a secure early understanding of numbers, quantities and descriptive language. They confidently compare sizes and count objects during their play.

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Achievement Strong standard

Children's communication and language development is excellent. Children listen attentively and respond thoughtfully to questions, and they use newly introduced vocabulary in their sentences. They demonstrate perseverance during activities. For instance, they repeatedly attempt to balance and construct until they succeed. They demonstrate growing resilience and independence. By the time children move on to their next stage of learning, they are confident communicators and independent in managing their needs. They are able to concentrate, solve problems and cooperate with others. This gives children a very secure foundation for their future learning.

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Behaviour, attitudes and establishing routines Strong standard

Children enjoy a very calm and welcoming setting, where they know what is expected and feel safe. They help one another without being asked. For example, children offer toys to their friends or let other children go first on equipment. The childminder notices these moments and celebrates their efforts, helping children to feel proud and confident. Older children often copy the childminder's positive language, praising younger children and encouraging them to keep trying.

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Behaviour, attitudes and establishing routines Strong standard

Children follow routines confidently. They tidy up without reminders and manage simple tasks for themselves, such as washing their hands or putting on their coats. The childminder builds warm and trusting relationships with each child. She adapts her expectations for each child to match what they can manage and are ready to do. For example, the childminder gives younger children extra time, gentle prompts and practical support. She encourages older children to take greater responsibility and independence.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports families to maintain consistent routines, such as arriving on time for meals. Children settle quickly and demonstrate positive attitudes to their learning. Clear expectations, supportive relationships and consistent routines help children behave well, feel included and have the confidence to try new things every day.

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Children's welfare and wellbeing Strong standard

Children feel remarkably safe, secure and confident in this setting. This is because the childminder knows them well and responds quickly to their individual needs. The childminder carefully balances support with high expectations for independence. For example, she encourages even very young children to manage personal tasks themselves, such as washing their hands and using tissues. She stays close to guide them when needed. As a result, children develop excellent self-care skills and show pride in what they can do independently.

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Children's welfare and wellbeing Strong standard

The childminder actively promotes healthy lifestyles and embeds these into daily routines. Children learn about nutritious foods through varied meals and discussions. They develop excellent hygiene habits through meaningful experiences, such as dentist role play and toothbrushing activities. The childminder works closely with families to establish consistent routines, including toileting. This enables children to acquire these skills rapidly and confidently.

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Children's welfare and wellbeing Strong standard

Children develop a deep understanding of personal safety because the childminder uses real-life situations to support their learning. She helps them consider risks, such as where to stand safely near doors or how to avoid collisions during their play. The childminder also supports children in identifying and managing their emotions. She helps children to talk about feelings and find solutions, which leads to high levels of emotional security and wellbeing.

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Curriculum and teaching Strong standard

The childminder creates a lively and inspiring environment, where children are excited to explore and learn. She continuously observes and assesses what children know and can do, using this information to adapt activities and introduce the right level of teaching for each child. For example, during a play activity with pasta and chickpeas, the childminder introduces descriptive language relating to size. She links these words to imaginative scenarios. Children repeat and apply the words confidently. This shows how they expand their vocabulary and understanding effectively. The childminder supports children's social skills by encouraging them to take turns and share. This helps them to develop high levels of confidence and positive relationships.

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Curriculum and teaching Strong standard

The childminder helps children to develop a secure early understanding of numbers and quantities. For example, while playing with loose parts, she encourages children to solve problems. For example, the childminder asks which one is 'longer' and if they have 'enough' when they count how many rolls fit into a tunnel or stack. Even young toddlers respond by testing ideas and describing what they see. This gives children a firm foundation in number, measure and problem-solving from an early age.

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Curriculum and teaching Strong standard

Children climb, balance and experiment with movement on tracks and climbing frames. The childminder coaches children to try new approaches safely. She models techniques, such as stepping carefully or adjusting posture for balance, encouraging children to refine their coordination independently.

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Inclusion Strong standard

The childminder demonstrates a highly inclusive approach. She ensures that all children's needs are identified and supported effectively. The childminder undertakes regular training to develop her knowledge of supporting children with a wide range of special educational needs and/or disabilities and medical conditions. This helps her provide informed, consistent support and make appropriate adaptations to activities, routines and resources. The childminder is very well prepared to meet the individual care, health and learning requirements of any child who attends her setting. She uses professional guidance to inform her practice and support children's progress. This ensures children receive timely and coordinated support and achieve positive outcomes in their development. The childminder knows the importance of working closely with parents, carers, external professionals and agencies to develop care plans and coordinate interventions.

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Inclusion Strong standard

The childminder shows excellent inclusive practice and awareness of children's social and emotional needs. She explains clear strategies for supporting children who have had experiences of children's social care, including facilitating friendships, promoting belonging, and using stories to explore differences. The childminder demonstrates a clear understanding of how to use funding effectively to support children's individual needs. For example, she would ensure that materials and equipment meet the specific needs of children with medical or developmental requirements. This ensures that all children are able to participate fully and feel included.

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Leadership and governance Strong standard

The childminder demonstrates an extremely reflective and proactive approach to her role. She consistently uses training, professional networks and up-to-date guidance to enhance her practice. The childminder undertakes a wide range of training courses. She applies what she learns to plan highly effective experiences that meet the individual needs of all children. The childminder also regularly reviews policies and guidance to ensure that her practice is current, safe and informed by best practice.

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Leadership and governance Strong standard

The childminder builds close and highly effective links with other settings. She shares information about children's progress and how to best support them during transitions. The childminder actively uses what children are learning elsewhere to shape what experiences she offers them in her setting and ensures that learning is consistent. She carefully and thoughtfully reflects on feedback from families and observations of children to adapt routines and approaches. For example, she adjusts potty training methods, mealtime routines and settling-in strategies to match children's home practices. This helps children feel secure and confident. The childminder shares daily information with parents and carers about children's learning. She keeps them informed about what their children have shown an interest in, including practical suggestions to extend activities at home. This helps children make rapid progress.

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

Children are very happy, safe and confident in this warm and nurturing setting. The childminder knows each child extremely well and responds closely to their interests and abilities. She quickly recognises when children are ready to extend their learning and adapts activities immediately to sustain their involvement. For example, when children become absorbed in stacking and posting objects, the childminder extends their learning by introducing a wider range of tubes and containers. This encourages children to test their ideas and refine their thinking. Children are consistently encouraged to think independently and set their own tasks. For instance, they construct ramps and explore which cars travel faster or further. During children's play, the childminder uses well-timed questions to deepen their reasoning. As a result, children show very high levels of concentration, curiosity and perseverance. They make excellent progress from their starting points.

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

Children develop highly positive social skills and play cooperatively. They show genuine care for one another, such as waiting patiently for younger children to move safely away from the bottom of a slide before taking their turn. This culture of kindness helps children build confidence, empathy and respect for others.

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

Children feel a deep sense of belonging and emotional security. The childminder celebrates their backgrounds and family experiences. For example, she plans activities linked to Lunar New Year, where children taste foods, take part in dancing and enjoy themed role play. Parents and carers value how these experiences reflect their home cultures and help children to feel proud of who they are. The childminder uses regular outings in the local area, such as visits to parks, nature spaces and the library, to give children opportunities to

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About this setting

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

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Facts and figures used on inspection

explore, be active, and learn about their community. As a result, children thrive in an inclusive environment, where they feel secure, valued and eager to learn.

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Next steps

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

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About this inspection

The inspector spoke with the childminder and children during the inspection, and read written feedback from parents.

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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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