Childminder

Childminder

Unique reference number (URN): EY423422 Registered with Ofsted: 28/03/2011 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 Strong standard

All children achieve very well based on their starting points. They extend their language skills and knowledge of words. For example, children are able to name the minibeasts in the tray. Children develop their communication, confidence and curiosity through purposeful interactions and well-planned activities. Children are very well prepared to move on to the next stage of their learning.

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Achievement Strong standard

All children make consistent progress across all areas of learning and development. They make particularly positive progress in communication, demonstrate high levels of independence and show sustained curiosity and engagement in activities. For example, even the youngest children maintain their focus during a cooking activity. Children learn to take risks and try new things, and they develop self-esteem and resilience rapidly. Every child achieves well and reaches their full potential in this setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates an extremely calm, welcoming and respectful environment. This helps create very positive relationships between children and the childminder. The childminder sets very high expectations for behaviour, which all children understand and respond to positively. The childminder models courteous and thoughtful behaviour and encourages children to do the same. For example, during tidy-up time, she provides specific toys for younger children and shows them where to put them. The childminder encourages and reminds older children to take responsibility, supporting their independence and cooperation.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently reinforces positive behaviour. She praises children's thoughtfulness, sharing and helpfulness. This encourages children to develop excellent social skills and respect for others. Children demonstrate self-control, follow routines well and understand expectations in different areas of the setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder proactively supports parents and carers to ensure that children can attend regularly. She liaises with families every day and organises flexible pick-up arrangements to meet their needs. This enables children who might otherwise face barriers to attend, providing stability and continuity.

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Behaviour, attitudes and establishing routines Strong standard

Children develop extremely positive attitudes to learning and their peers. They show high levels of cooperation, and they feel safe, valued and included in the setting. Children's behaviour reflects the nurturing, structured and supportive environment the childminder provides.

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Children's welfare and wellbeing Strong standard

The childminder places children's wellbeing at the heart of her practice. Routines are embedded in practice. The childminder adapts these to support all children's individual needs and embed healthy habits. For example, during snack time, the childminder is aware of preferences and adapts the snack to ensure all children have options they like. She takes children on regular outdoor visits, including trips to the vegetable patch. Outdoor learning forms a large part of children's day. Parents and carers comment they appreciate the childminder's focus on their children being outdoors in all weathers, and mud is never an issue. This reflects the childminder's emphasis on exploration, curiosity and learning through play.

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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's welfare. She rigorously reviews policies, such as food safety, hygiene and health practices. The childminder prepares meals and snacks on site and is conscientious about promoting healthy eating. She ensures that children access balanced and nutritious options that support their growth and development. Children regularly discuss healthy food in their play and learning. They also identify vegetables they are eating as healthy at lunchtime.

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Children's welfare and wellbeing Strong standard

The childminder actively promotes children's emotional literacy and kindness, helping them recognise and express their feelings. Children talk throughout the day about being kind, what that looks like and why it is important. They demonstrate that this value is embedded in the culture of the setting. For example, when children notice a bug while playing with cars and appear scared, the childminder speaks calmly, helping children to label their feelings and discuss ways to respond safely. These thoughtful interactions develop a very positive sense of wellbeing for children and help them develop secure and responsive relationships with the childminder. This enables them to thrive socially, emotionally and physically.

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Curriculum and teaching Strong standard

The childminder has created a well-rounded curriculum that covers all areas of learning through everyday routines, high-quality interactions and an enabling environment. The childminder regularly helps children prepare healthy snacks. She uses these experiences to develop children's mathematical language, communication, turn-taking and discussions about healthy eating. This approach weaves learning into everyday moments, making it meaningful and engaging for children.

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Curriculum and teaching Strong standard

The childminder supports children's communication and language by sharing books together and encouraging discussion. She plans the environment with clear intent, reflecting children's next steps and interests to support progression in learning. The childminder plans opportunities for children to develop physical skills and problem-solving. She builds children's early scientific and mathematical understanding through exploration and purposeful interactions.

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Curriculum and teaching Strong standard

The childminder knows children very well and uses questioning and modelling to extend learning in the moment. For example, when planting beans, she tailors her questions to different ages of children. For example, she asks younger children what they think will happen to the seed and discusses how older children can measure its growth each day. This encourages children to predict, observe and record outcomes, helping to develop their problem-solving, reasoning and scientific understanding. The childminder's thoughtful questioning ensures that all children think critically and articulate their ideas.

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Leadership and governance Strong standard

The childminder has an excellent understanding of the setting's context and demonstrates a deep knowledge of early years practice. She demonstrates a clear desire to continue learning and improving. The childminder continuously reflects on and develops the provision. For example, she discusses further enhancements to the outdoor area. The childminder is responsive to the changing needs of the children and families. She continually makes decisions in the best interests of the children in her care, such as working with parents and carers and adapting to ensure their children attend. The childminder works closely with local schools and pre-schools, sharing information and strategies to support children during transitions. Parents report that this collaboration has a positive impact on their child's confidence and readiness for the next setting.

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Leadership and governance Strong standard

The childminder sets high expectations for children, modelling professionalism at all times. She focuses on providing an excellent service for children and parents. The childminder uses parent feedback forms effectively to review practice, respond to suggestions and maintain highly effective partnerships with families. She also goes above and beyond to support parents. Her clear leadership, reflective approach and commitment to continuous improvement ensure that children receive high-quality care and education in a supportive and well-organised environment. The childminder is aware of the need to enhance knowledge in relation to special educational needs and/or disabilities and has a plan in place to ensure that all children, including those from disadvantaged backgrounds, receive high- quality support.

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Inclusion Expected standard

The childminder has high expectations for all children and carries out progress checks for children aged between 2 and 3 years to identify any gaps in learning. She discusses where children need additional support with their parents and carers. The childminder puts effective support in place. For example, she helps children to develop confidence through targeted activities and experiences. The childminder can clearly explain how she identifies and supports the needs of disadvantaged children.

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Inclusion Expected standard

The childminder has attended recent training on inclusion and demonstrates a thorough understanding of how to support all children, including those in receipt of additional funding. She regularly attends childminder events with external agencies present and understands how to obtain support when needed. However, the childminder has not consistently strengthened these partnerships further to make a demonstrable difference to children. The childminder fully understands the graduated approach and how to apply it.

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Inclusion Expected standard

The childminder interactions are thoughtful and respectful. She values each child and supports their next steps. For example, the childminder supports children starting pre-school by working closely with families and school staff to gradually build children's confidence and help them settle successfully. She also allows children time to put on coats independently, offering support without rushing. This approach creates an environment where all children feel safe, valued and included.

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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 feel happy, safe, and valued from the moment they arrive. They settle quickly into familiar routines. Children confidently explore the wide range of activities available to them.

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About this setting

Registration date: 28/03/2011 The childminder creates a calm and respectful environment. She ensures that children can take risks, have new experiences and develop independence at their own pace.

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About this setting

Children enjoy indoor and outdoor learning. They explore the vegetable patch, play with ramps and cars, investigate minibeasts and participate in sensory activities, making discoveries through hands-on experiences. Children often choose to read independently or gather with the childminder to listen to stories. This fosters a love of reading.

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About this setting

Children feel heard and supported as they use new words and develop their understanding. They regularly discuss feelings, kindness and teamwork. This helps them feel included, respected and valued. Children receive consistent praise and encouragement. This helps them feel confident, proud of their achievements and secure in their environment, which allows them to explore, take risks and enjoy learning.

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Next steps

The childminder should work in partnership by collaborating and sharing expertise with other childminders and local agencies to provide targeted support that consistently enhances progress and outcomes for disadvantaged children and those facing barriers to learning.

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About this inspection

The inspector spoke with the childminder, children and parents and carers during this 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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

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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