Childminder

Childminder

Unique reference number (URN): 252803 Registered with Ofsted: 19/02/1990 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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Behaviour, attitudes and establishing routines Strong standard

The childminder demonstrates immense respect for children, and they reciprocate this towards her. She speaks to children with care and sensitivity. It is clear that the childminder knows all the children very well. Children respond positively by following the rules and maintaining their focus on activities.

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Behaviour, attitudes and establishing routines Strong standard

Children consistently demonstrate positive attitudes and a secure understanding of routines and expectations. They respond calmly and respectfully to the childminder's guidance. For example, during sociable mealtimes when children become slightly excitable, the childminder offers gentle reminders about staying safe. She does this without interrupting their lively discussions, and children respond well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with families to build strong attendance habits. She follows up on absences quickly and offers support when routines become difficult. This helps all children, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), attend consistently and stay engaged.

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Behaviour, attitudes and establishing routines Strong standard

Children actively look for opportunities to help one another and treat others with kindness and respect. The childminder models appropriate language and behaviour throughout. She reinforces her expectations gently and effectively. As a result, children display confidence, independence and a deep sense of belonging in this setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides additional support for children with SEND and those who may face barriers to their learning or wellbeing. She adapts her expectations, where appropriate, to ensure that all children can succeed in routines. This helps children develop self-control and confidence at their own pace.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. She is extremely responsive to children's needs and quickly notices small changes in their emotions. Children show very secure attachments to the childminder, and she follows routines to help support their needs. The childminder works closely with families to share strategies for supporting routines, which parents and carers report has had a positive impact at home. The childminder sensitively supports children who require additional reassurance with new routines, enabling them to participate alongside their peers.

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Children's welfare and wellbeing Strong standard

The childminder helps children develop a sense of responsibility. She helps children make choices about what they want to play with and encourages them to work together to tidy away toys after they have finished using them. Older children enjoy extra responsibilities throughout the session, for example, setting the table and serving the meal.

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Children's welfare and wellbeing Strong standard

Children are consistently supported to develop healthy choices through well-embedded routines. They are encouraged to try a range of nutritious foods, stay active and drink water regularly, which helps them build early habits that promote long-term wellbeing. The childminder reinforces these messages through mealtime discussions and everyday interactions, enabling children to understand how their choices affect their bodies.

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Children's welfare and wellbeing Strong standard

Children's ongoing welfare is a priority for the childminder. She has a secure understanding of how to ensure that children are safe when eating. The childminder knows how to minimise the risks for young children of choking. She also has robust procedures in place to ensure that any children with allergies or intolerances are included and kept safe from harm.

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Inclusion Strong standard

The childminder promotes inclusion very effectively. She ensures that every child is respected, valued and able to fully participate in all aspects of the setting. The childminder adapts activities carefully so that children with special educational needs and/or disabilities can engage alongside their peers. She uses appropriate strategies, such as visual prompts, simplified language and practical support, to promote equality, confidence and a sense of belonging. Children are encouraged to take turns, share and express their ideas. This supports their positive social skills and empathy.

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Inclusion Strong standard

The childminder regularly evaluates the impact of all strategies in place. She attends multi- agency meetings to share information about children and adapts her support accordingly. This reflective and collaborative approach consistently enhances children's development and wellbeing. Targeted training has further strengthened the childminder's practice. This has had a positive impact on children's developing language and understanding.

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Inclusion Strong standard

Transitions to school are planned carefully. The childminder shares information about children with the new teachers. She helps children become familiar with their new school environments. For example, the childminder walks past the playgrounds with children. This helps children feel confident about the next stage in their learning.

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Inclusion Strong standard

The childminder monitors children's speech closely and uses her professional expertise to provide parents, carers and children with strategies that promote speech development. She also works closely with local professionals when necessary, such as speech and language therapists.

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Leadership and governance Strong standard

The childminder is organised and professional. She has high expectations of herself and a desire to provide high-quality care for children and their families. The childminder consistently reflects on her knowledge and skills. She has a very accurate understanding of what she does well and what she would like to do next to develop her provision further. The childminder pays high regard to her own professional development. She ensures that she is up to date with changes in legislation and guidance through reading and research.

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Leadership and governance Strong standard

The childminder has a genuine passion for continuous professional development to benefit children. She uses her precise knowledge of each child to successfully target meaningful training. This enables her to increase her skills and understanding in areas that will provide the greatest support to children. For example, recent special educational needs and/or disabilities training has had a positive impact on how she helps children manage their feelings and emotions. The childminder places the individual needs of children at the heart of her provision. This includes working with parents, carers and other relevant professionals to help children overcome any potential barriers to their learning. Partnerships with families and external professionals are highly effective and enhance children's experiences. The childminder monitors children's attendance closely, with timely follow-up to support routine and

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Leadership and governance Strong standard

engagement. The childminder's thoughtful and reflective leadership ensures that the setting operates effectively, inclusively and in all children's best interests.

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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 thoroughly enjoy attending this safe and welcoming setting. The childminder demonstrates warmth and kindness, offering children regular praise. This helps to create a caring and supportive environment. The childminder provides an inclusive and homely setting. She forms deep and trusting bonds with children.

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

Children arrive after a day at school eager to catch up with their friends of different ages and explore the range of activities on offer. Children are engrossed as they take part in craft activities. The childminder responds gently to each child's needs and offers support when needed. This helps children feel secure and thrive. By praising children's efforts, the childminder helps build their confidence and self-esteem.

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

The inclusive setting meets the needs of all children who attend very well. Children are treated as individuals, and their uniqueness is celebrated. Highly positive feedback from parents and carers and the local school shows that children are very well prepared for their next stage in learning. The childminder understands the importance of regular attendance, which helps children and families to develop positive habits.

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

The close partnership with the host school strengthens continuity of care. The childminder supports smooth transitions between school and the club. Parents and external professionals work closely with the childminder. This ensures that children receive the right support. The childminder models high expectations and reinforces the school's values. She celebrates children's achievements and successes.

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

Children enjoy playing alongside their peers. The childminder helps children develop very positive social skills. She encourages them to share, take turns and manage their emotions appropriately. Such support fosters children's positive behaviour and cooperation.

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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 children 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 inspectors spoke with the childminder, children and parents and carers 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 09:00,Monday,Tuesday,Wednesday,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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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. 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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