Childminder

Childminder

Unique reference number (URN): EY340551 Registered with Ofsted: 07/09/2006 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 rapid progress from their starting points. For example, quieter children now talk confidently about their experiences. They happily engage in conversations about their friends at nursery and recall their teachers' names. This shows children that develop confidence in communication and language and share their ideas with others during everyday interactions. Furthermore, children demonstrate increasing understanding in early mathematics. For example, they confidently recognise numbers and explain the difference between 6 and 9 when discussing number value. This shows that children are securing early mathematical knowledge and applying this during play and routines.

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Achievement Strong standard

Children who may face barriers to learning continue to make progress. They develop confidence, communication and independence through daily routines and play. As a result, children gain the knowledge, skills and confidence needed for their next stage of learning, including starting school.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive in an environment where expectations for behaviour are clear and consistently understood. They show positive attitudes to learning and remain engaged in activities throughout the day. For example, children explain that toys must be returned to the correct boxes as part of their weekly 'tidy day'. This helps children understand routines, take responsibility for the environment and work together to maintain shared spaces.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children to develop positive relationships and learn how to get along with others. Children play alongside one another, share resources and take turns during activities. When challenges arise, children think about solutions and persist with tasks. For example, when a handle breaks on a sand tray, children consider different ways to carry it safely. This helps children develop patience, cooperation and problem-solving skills.

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Behaviour, attitudes and establishing routines Strong standard

Well-established routines help children develop independence and awareness of their own needs. For example, children recognise when they are thirsty and independently get themselves a drink. Children manage toileting routines with confidence and follow hygiene routines independently. This helps children manage their own needs with growing confidence.

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Behaviour, attitudes and establishing routines Strong standard

Regular attendance is valued as an important part of children's routine. The childminder monitors attendance, communicates closely with families and supports them to maintain regular attendance so children benefit from consistent learning experiences.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are supported through warm and consistent care. Children feel safe and settled in the home environment and confidently approach the childminder for reassurance or conversation throughout the day. Secure relationships help children to express how they feel and seek support when needed. The childminder works closely with parents to understand children's routines and preferences. Parents describe the setting as 'a safe and nurturing environment' where their children thrive. This helps children feel secure and supports their emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Children develop an understanding of healthy lifestyles and personal safety through everyday routines and experiences. For example, when washing their hands, children notice the smell of the soap and talk about how their hands feel clean afterwards. They link this to the food they eat, such as blackberries, explaining why clean hands are important before meals. During 'dental box' activities, children learn how to care for their teeth and understand why brushing is important. Meals and snacks are adapted to meet children's dietary needs, including allergies. As a result, children begin to make connections between hygiene, health and keeping themselves safe.

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Children's welfare and wellbeing Strong standard

Experiences in the wider community are chosen carefully to support children's individual needs and next steps. For example, children attend sessions with other childminders where they take part in activities such as yoga, music and language sessions. These experiences help children to stay active, build confidence, manage their feelings in group situations and develop positive relationships with others.

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Curriculum and teaching Strong standard

The childminder designs a curriculum that is shaped precisely by her knowledge of the children she cares for. She considers their interests, development and experiences beyond the setting when planning activities. She communicates with the nursery that children attend to understand what they are learning and adapts her provision so these ideas are revisited. This ensures learning builds securely on what children already know. For example, when children develop early mathematical understanding, she encourages them to count objects without pointing to each one. This helps them recognise number value and deepen their understanding of number.

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Curriculum and teaching Strong standard

The childminder uses ongoing observations and skilled interactions to assess what children know and can do. She adapts teaching in the moment to extend children's thinking. For example, when discussing holidays, she introduces vocabulary such as 'waterfall' and supports children to talk about where Niagara Falls is in the world. This strengthens children's communication and language and broadens their understanding of the world.

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Curriculum and teaching Strong standard

The curriculum gives clear priority to children's physical development and personal, social and emotional development. Outdoor play, including balancing, throwing and riding bikes, is used purposefully to develop coordination and control. Children build confidence and learn to cooperate with others as they take part in shared play.

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Inclusion Strong standard

The childminder knows the children she cares for well and adapts her provision so they can take part in learning and make progress. She observes children closely and works with parents to understand children's development and identify next steps in learning. Where children may need additional support, including those with special educational needs and/or disabilities, she begins by monitoring their development and discussing any concerns with parents. When children show delays in communication, she works with parents to seek advice from professionals, such as speech and language therapists. She introduces targeted strategies within the setting, monitors children's progress and reviews the impact of these strategies. As a result, children begin to use more words, show increased confidence to communicate and take part more fully in interactions and daily routines. Where needed, she works with external professionals to ensure children receive the support they need and

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Inclusion Strong standard

can continue to access the curriculum fully.

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Inclusion Strong standard

The childminder keeps her knowledge up to date through relevant training, including developing her understanding of how to support children's communication and language. This helps her to implement appropriate strategies and adapt her practice to meet children's individual needs. She considers how children's wider experiences can help reduce barriers to learning. She explains how she would use any additional funding to broaden experiences for children who may have fewer opportunities beyond the home environment. For example, she would organise trips to community groups, including music sessions, to help children develop social confidence and physical skills. Through these experiences, children build confidence, develop new skills and feel included in activities alongside others.

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Leadership and governance Strong standard

The childminder shows clear commitment to providing high-quality education and care. She knows the children who attend well and uses this knowledge to shape the experiences she provides. She strengthens her professional knowledge through research, reflection and discussions with a network of other childminders. For example, she researches ways to strengthen core muscles when she identifies that children would benefit from additional support with balance and coordination. She adapts the environment so children can practise and develop these skills. This reflective approach strengthens the quality of the experiences children receive.

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Leadership and governance Strong standard

The childminder keeps a clear focus on children's development. She monitors progress through ongoing observations and discussions with parents and other professionals where appropriate. Parents report strong communication and say they are involved in assessments of their children's development. The childminder shares children's next steps and ideas to support learning at home. This highly effective partnership helps to ensure that children's individual needs, and any barriers to learning, are understood and supported.

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Leadership and governance Strong standard

The childminder listens to children's views about their experiences in the setting. Older children explain they enjoy trips, outdoor play and spending time with younger children. She uses this feedback to reflect on the experiences she provides and to ensure the provision continues to meet children's interests and needs.

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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 are welcomed into a warm home environment where they confidently explore, talk and try new experiences. They move freely between activities and eagerly invite others into their play. For example, as they explore kinetic sand, children describe how it 'sticks together' while moulding shapes and sharing tools. The childminder encourages them to count the slices they make. This introduces early mathematical thinking through play. These interactions help children to feel valued and develop a strong sense of belonging.

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Inspector:

Kelly Little Learning is woven through everyday interactions. The childminder builds on children's interests and next steps. For example, children use threading resources to strengthen hand muscles needed for early writing. They proudly notice when 'the knot is in the right place' so it does not pull through. The childminder introduces words such as 'tight' and 'weave' and encourages patterns such as 'over and under'. This helps children develop resilience and sustain concentration during play.

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Inspector:

The childminder brings stories to life using discussion and practical resources. During story time, children use props to recall characters and talk about woodland animals. She introduces new words such as 'perched' and 'nocturnal' to extend their vocabulary. In addition, children learn about similarities and differences. For example, when discussing the owl family, the childminder explains that families can look different and children share their own experiences of family life. This helps children to develop respect for and understanding of others.

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Inspector:

Children develop independence through daily routines and active play. They manage personal care with growing confidence and follow hygiene routines that support their health and wellbeing. At snack time, children prepare food safely with close supervision. For example, as they slice cucumber, the childminder introduces words such as 'thin' and 'chunky' and explains why grapes are cut lengthways. Children benefit from active outdoor play. They ride balance bikes and practise aiming a basketball at the hoop. These experiences help develop coordination, confidence and healthy habits.

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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 all children.

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About this inspection

The inspector spoke with the childminder 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:45

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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

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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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