Childminder

Childminder

Unique reference number (URN): EY365385 Registered with Ofsted: 16/01/2008 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 develop a range of knowledge, skills and confidence as they move through the curriculum. They communicate with confidence, initiate conversations and use new vocabulary in their play and interactions. For example, when talking about dinosaurs, children describe 'bumpy scales', 'sharp claws' and 'spikes', showing how they are beginning to use descriptive language. They listen to others and respond appropriately, and they continue to build on their communication skills over time.

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Achievement Expected standard

Children who face barriers to learning or emotional wellbeing make steady progress. They are encouraged to take part in activities, develop their confidence and begin to manage their feelings. Children build positive relationships with others and learn to play alongside and with their peers.

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Achievement Expected standard

Children develop independence and are able to manage simple tasks for themselves. They show positive attitudes towards learning and are willing to 'have a go'. Over time, they acquire the skills they need for the next stage of learning, including communication, self- care and social skills, helping them move on to nursery or school with increasing confidence.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a calm and positive environment where expectations for behaviour are clear. Boundaries are supported through reminders, modelling and a child-centred approach. Children are encouraged to be polite, use good manners and show kindness towards others. They listen to instructions and tidy up when asked. Relationships between the childminder and children are warm and supportive. Children feel comfortable sharing their feelings and are helped to talk through any worries or disagreements. This helps them begin to understand their emotions and get along with others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of regular attendance and punctuality through communication with families, helping children benefit from consistent routines. She considers the children's ages and adapts her approach to support behaviour appropriately. As a result, children feel settled, understand expectations and generally engage well in daily routines.

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Children's welfare and wellbeing Expected standard

Care practices meet children's individual needs. Relationships are warm, and the childminder gets to know each child well, which helps them feel secure and supports their confidence and overall wellbeing. Children's physical development is a priority. They enjoy regular outdoor learning, including visits to the forest, where they collaborate to move logs, climb trees and build dens, developing teamwork, health and resilience.

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Children's welfare and wellbeing Expected standard

The childminder has knowledge of healthy lifestyles and provides nutritious snacks and meals. However, mealtimes could be further enhanced by strengthening organisation, promoting even greater social interaction and widening the variety of healthy foods offered to deepen children's understanding of healthy habits.

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Children's welfare and wellbeing Expected standard

Routines are effective, enabling children to manage self-care tasks independently. Children are helped to identify and express their emotions, and they are guided to manage their feelings. The childminder keeps her knowledge up to date across all age groups, including babies, and understands how to adapt care routines, such as feeding and sleep, to meet individual developmental needs. As a result, children feel safe, supported and increasingly independent.

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Curriculum and teaching Expected standard

The childminder demonstrates a clear understanding of what she wants children to learn. She has a nurturing ethos, ensuring that learning experiences are safe, enjoyable and tailored to children's needs. The childminder plans activities based on children's interests, enabling them to achieve success and practise key skills, such as completing puzzles, using scissors and developing fine motor control with play dough.

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Curriculum and teaching Expected standard

The childminder's interactions are positive and supportive. She is a positive role model for communication and language, and children develop a growing vocabulary and confidence in expressing their ideas. Open-ended questions encourage children to think, listen and respond. Children are praised for their efforts and encouraged to be independent.

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Curriculum and teaching Expected standard

The childminder values children's voices and builds trusting relationships, which enables children to share personal experiences and express their feelings. Emphasis is placed on children's emotional wellbeing, with regular check-ins that help them understand and express their emotions. Children show appropriate levels of concentration and positive attitudes towards learning. Ongoing observation informs planning and supports individual progress. However, to further strengthen practice, the childminder should develop her teaching of mathematical concepts to deepen children's understanding of numbers, measurements and problem-solving.

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Inclusion Expected standard

The childminder adopts a positive and inclusive approach, identifying and appropriately supporting each child's individual needs. She has good knowledge of child development and knows the children in her care well, enabling her to build on what they already know and can do. She monitors children's learning and communicates any concerns to parents when gaps are identified or additional support is required. This helps ensure that barriers to learning are identified and addressed.

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Inclusion Expected standard

The childminder puts some strategies in place to support children's development and wellbeing. She adapts activities, routines and expectations to meet individual needs and help children make progress. Where further support is required, the childminder knows how to seek advice from relevant professionals and implement guidance. Her practice shows understanding of how to respond to emerging needs. As a result, children are helped to feel included and make steady progress from their starting points.

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Leadership and governance Expected standard

The childminder demonstrates commitment to providing high-quality experiences that support children's learning and wellbeing. She understands the strengths of her setting, particularly in promoting a love of reading, outdoor learning and secure relationships, and she takes action to build on these. For example, she encourages parents to embed story time at home and provides books for families to keep, which has had a positive impact on children's enjoyment of reading and communication skills.

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Leadership and governance Expected standard

Partnerships with parents are effective, and parents speak highly of the childminder's calm, dedicated approach and the positive impact she has on children's behaviour and progress. Many describe her home as a 'second home', valuing the routines and nurturing environment that build confidence and independence. Regular photos and updates keep families well informed, and parents appreciate how she goes above and beyond to support both children and families. As a result, parents feel reassured, grateful and confident in the care their children receive.

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Leadership and governance Expected standard

The childminder makes decisions in children's best interests, ensuring that they benefit from life experiences, such as daily outings, planting and harvesting food, and community activities. These experiences broaden children's understanding of the world and support all children. The childminder reflects on practice and identifies areas for further development.

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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 confidently and are welcomed into a calm, homely environment where they settle well and feel comfortable. They are familiar with the daily routines, and this consistency helps them feel secure and ready to begin their day. Children can choose from a range of activities, including arts and crafts, exploring the garden, and taking part in local trips that help them learn about the world around them. They enjoy creating and painting, and they are happy to share what they have done.

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

Children are encouraged to use good manners and treat others with kindness and respect. They are beginning to work things out with support from the childminder. When children need reassurance, they approach the childminder for comfort, showing they feel safe and secure in her care.

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

The childminder takes time to get to know each child's personality and needs. Children talk about their home experiences, express their feelings and celebrate their successes. Those who need extra support are helped so they can take part and build confidence over time. Children develop independence, communication and emotional skills that help prepare them for their next stage of learning.

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Next steps

The childminder should further develop the structure and organisation of mealtimes to strengthen opportunities for social interaction, independence and healthy eating.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:15

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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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Age range of children at the time of inspection

The childminder should strengthen her knowledge and skills in the teaching of mathematical concepts so children develop a deeper understanding of numbers, measurements and problem-solving.

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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.

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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

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

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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