Childminder

Childminder

Unique reference number (URN): EY414373 Registered with Ofsted: 17/09/2010 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

Children make strong and sustained progress from their starting points across the areas of learning. They develop secure communication and language skills, confidently expressing their ideas, asking questions and engaging in meaningful conversations with adults and their peers. Children demonstrate growing independence and emotional maturity. They learn to share, cooperate and manage their feelings appropriately, which supports their readiness for group learning.

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Achievement Strong standard

Children develop a secure understanding of early mathematics. They recognise numbers, use mathematical language during play and show enthusiasm when exploring new concepts. Their curiosity and willingness to try new challenges reflect positive attitudes to learning and support their continued development across the curriculum.

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Achievement Strong standard

Children, including those with special educational needs and/or disabilities, make good progress in relation to their starting points. By the time children move on to school, they demonstrate resilience, sustained concentration and confidence in their abilities. They are well prepared for the next stage in their education.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets clear expectations for behaviour and supports children to understand the importance of making positive choices and showing kindness to others. As a result, children demonstrate consistently positive behaviour and treat one another with respect. They share resources willingly and take turns during play and group activities.

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Behaviour, attitudes and establishing routines Strong standard

Children show strong social skills and demonstrate good manners throughout the day. They independently say 'please' and 'thank you' and readily offer help to their peers when support is needed. Older children show care and consideration towards younger children, helping them during activities and encouraging them to join in with play.

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Behaviour, attitudes and establishing routines Strong standard

Children communicate confidently with adults and their friends. They invite others to join their play, discuss their ideas and work collaboratively to complete activities and solve problems.

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Behaviour, attitudes and establishing routines Strong standard

Well-established routines help children feel secure and understand what is expected of them. Children follow daily routines confidently, contributing to tidying up and managing transitions calmly. The childminder considers children's ages and stages of development when supporting behaviour, helping them to develop positive attitudes to learning and relationships with others. The childminder promotes punctuality and regular attendance through thorough, robust policies and procedures.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised within the setting. Children and families are supported carefully during the settling-in process. The childminder takes time to get to know each child and their family well, helping children to feel secure and develop strong relationships with familiar adults. Children confidently share news from home and talk to the childminder about their families and pets, reflecting the warm and trusting relationships that have been established.

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Children's welfare and wellbeing Strong standard

Children develop independence in managing their own personal care. They confidently use the toilet and wash their hands independently. Children understand the importance of hygiene and explain why they should wash their hands before eating, sometimes reminding their friends to wipe the germs away.

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Children's welfare and wellbeing Strong standard

The childminder supports children to develop healthy habits. Children are offered nutritious food and are encouraged to make healthy choices throughout the day. As a result, children develop a strong awareness of how to keep themselves healthy and safe.

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Curriculum and teaching Strong standard

The childminder has a clear and well-considered understanding of her curriculum and what she wants children to learn over time. She plans learning experiences that build on children's knowledge and skills across all areas of learning, with a clear focus on supporting children's personal, social and emotional development and physical development. These areas are prioritised through daily routines, opportunities for independence and activities that support children's wellbeing and coordination.

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Curriculum and teaching Strong standard

The childminder uses skilful and purposeful interactions to support children of different ages. Teaching is thoughtfully adapted so that all children can take part in activities and develop new skills alongside their peers. She responds consistently to children's interests and extends their play through meaningful conversations, modelling and encouragement. The childminder adapts the environment and her strategies effectively to ensure all children are included.

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Curriculum and teaching Strong standard

The childminder uses her ongoing knowledge of what children know and can do to inform her teaching. She observes children closely and uses this to shape experiences and provide appropriate next steps. Communication and language are prioritised throughout daily routines and play. The childminder introduces new vocabulary and encourages children to share their ideas and experiences. Learning opportunities are seamlessly incorporated into everyday experiences.

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Inclusion Strong standard

The environment and practice are carefully adapted to meet the age, stage, abilities and backgrounds of all children. The childminder has effective systems in place to identify children's individual needs at an early stage. Ongoing assessment and close observation ensure that any emerging gaps in learning are recognised promptly and addressed through tailored support.

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Inclusion Strong standard

Children with special educational needs and/or disabilities are fully included in all aspects of the setting. Adaptations and reasonable adjustments are made so that children can access activities alongside their peers. The childminder works closely with parents and other professionals to shape targeted support, and she regularly reviews children's progress to ensure strategies are having a positive impact.

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Inclusion Strong standard

Disadvantaged children benefit from carefully considered provision that reduces barriers to learning, particularly in communication and language. The childminder carefully considers the use of funding to ensure that it is used effectively to support children's individual needs. As a result, children make strong progress from their starting points and feel valued, supported and included within the setting.

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Leadership and governance Strong standard

The childminder and any assistants she works with reflect regularly on their practice to improve the experiences children receive. They evaluate the environment, routines and teaching approaches carefully and make thoughtful adjustments to ensure the provision continues to meet the needs of all children. This reflective approach supports the ongoing development of the setting and helps maintain a high quality of education and care.

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Leadership and governance Strong standard

The childminder has a clear understanding of her curriculum and what she wants children to learn over time. Activities are planned carefully so that children build on what they already know and can do, helping them to develop their knowledge and skills progressively.

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Leadership and governance Strong standard

The childminder has high expectations for the children in her care and has created a warm and engaging environment where children feel safe, valued and supported. She works closely with any assistants who work with her to ensure practice remains consistent and that children benefit from high-quality care and learning experiences.

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Leadership and governance Strong standard

Strong partnerships with parents support children's development. The childminder listens carefully to parents' views and takes these into account when planning routines and activities. This helps to ensure that children's individual needs are understood and supported effectively.

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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 safe, secure and confident in this welcoming setting. They explore a wide range of inviting resources with curiosity and creativity, independently choosing activities such as play dough, the role-play kitchen and construction materials. Children proudly share their creations, talking enthusiastically about what they have made and how they built them.

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

All children take part in carefully planned creative experiences that reflect their age and stage of development. Babies explore paint through sensory play, rolling cars and using their hands to investigate textures, while older children experiment with printing and colour mixing, confidently describing the changes they observe.

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

The childminder and any assistants she works with support children's communication and language development consistently through meaningful interactions. Younger children hear repeated words and sounds that strengthen early speech, while older children extend their vocabulary through conversations and play. Mathematical language is introduced naturally, enabling younger children to learn simple concepts and older children to recognise more complex shapes, including hexagons.

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

Children demonstrate kindness and respect towards one another. They collaborate to build structures, discuss their ideas and take turns confidently. Older children support younger peers, and babies show enjoyment in the company of others, reflecting the strong sense of belonging within the group. Well-established routines help children feel secure and develop independence as they tidy away resources and manage daily transitions confidently.

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

Parents speak highly of the setting and feel well informed about their children's experiences. Strong partnerships with families and professionals ensure that all children, including those

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About this setting

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

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About this setting

Local authority: Kingston Upon Hull City Council

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Facts and figures used on inspection

with special educational needs and/or disabilities, feel welcomed and valued and are supported to thrive.

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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 pupils/learners, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, 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, her assistant 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. 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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