Childminder

Childminder

Unique reference number (URN): EY414085 Registered with Ofsted: 24/08/2010 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 Expected standard

Children make progress across the curriculum from their starting points. They develop the skills they need for the next stage in learning, such as independently selecting resources, following handwashing routines and confidently joining group activities. The childminder supports children to manage their feelings and behaviour, helping them build social skills and self-regulation in preparation for school transitions. However, children would benefit from more consistent support to develop and consolidate their turn-taking and sharing skills and to support positive behaviour and to help them to make greater progress in their personal and social development. Young children approach learning with enthusiasm and curiosity, quickly acquiring new skills and showing positive self-esteem. The childminder shares information with parents and other settings, ensuring continuity and secure foundations for future learning.

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Achievement Expected standard

Children are developing their communication skills effectively, expressing themselves with increasing confidence through words, gestures and interactions. They gain understanding of vocabulary, including positional and mathematical language woven into play. Children who speak English as an additional language are supported to develop English while maintaining pride in their home language. Those with barriers to learning benefit from targeted strategies that help close gaps and enable them to achieve well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and predictable environment with clear age and developmentally appropriate expectations. Children with special educational needs and/or disabilities benefit from adapted routines, which meet their own individual needs. Children understand routines such as washing hands and sitting together at mealtimes. Gentle reminders reinforce hygiene and self-care skills. For example, children smile as they practise coughing into their arms. Warm and trusting relationships support children's emotional wellbeing. The childminder responds sensitively to their cues, offering reassurance after sleep and modelling respectful communication.

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Behaviour, attitudes and establishing routines Expected standard

The childminder plans structured group experiences, including singing sessions, role play and community outings. These activities promote cooperation, social development and communication skills. During outings, clear boundaries teach children to stay safe, wait patiently and build confidence, when walking independently. Visits to local children's groups provide opportunities to negotiate play, share resources and develop social and communication skills with peers. Overall, the childminder supports collaboration by modelling turn-taking and offering alternatives, when conflicts arise. However, opportunities to strengthen children's early sharing and turn-taking skills are occasionally missed, which limits children's chances to consolidate these skills on their own.

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Behaviour, attitudes and establishing routines Expected standard

Attendance procedures are robust. The childminder explains to parents the importance of consistent attendance, helping children benefit from stable routines, consolidate learning and feel secure and ready for the next stage of their development, including school.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are prioritised and supported effectively. The childminder creates a nurturing environment, where children feel safe, secure and emotionally supported. She is attentive to children's emotional needs, particularly for those who are new to the setting or those who may face additional barriers to learning. The childminder generally supports children effectively in managing their emotions. For example, as children play, the childminder helps them recognise emotions through books and by matching facial expressions. These interactions build on children's ability to express themselves and understand others, supporting their emotional wellbeing and positive relationships. Further consistency in practising turn-taking and sharing skills will support their positive relationships with one another even further.

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Children's welfare and wellbeing Expected standard

When children first start at the setting, the childminder gathers detailed information about their routines, comfort items, likes and interests. This informs her planning and allows her to replicate familiar routines, giving children time to settle and helping them feel valued from the very beginning. As a result, children form strong bonds with the childminder and approach her confidently for comfort, knowing they will be met with warmth and understanding.

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Children's welfare and wellbeing Expected standard

The childminder builds meaningful relationships with parents and carers, keeping them regularly informed about their children's care routines. She promotes children's health and wellbeing through discussions about healthy eating and the benefits of physical activity. She ensures safe sleeping environments by staying close and checking on children during naps, and shares guidance on healthy eating and safer sleep with parents to support consistent routines at home.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of the knowledge and skills she wants children to develop, ensuring her curriculum supports their individual next steps. She plans flexible, responsive activities that allow children to make independent choices while encouraging curiosity and exploration. Children benefit from a well-organised environment with accessible resources, enabling them to follow their interests and extend their learning. The childminder monitors children's progress closely, using observations and assessments to identify next steps and adapt activities, ensuring all children, including those who face barriers to learning, are challenged appropriately and supported to achieve.

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Curriculum and teaching Expected standard

The childminder places a strong emphasis on communication and language. During building and construction activities, children are supported to explore stacking blocks and solving problems when structures fall. The childminder introduces vocabulary, such as 'balance, strong' and 'fall', supporting language and cognitive development. Mathematical concepts are embedded in play. As children push pom-poms through a tube, the childminder counts with them and discusses size, colour and uses positional language. This fosters early understanding of numbers, measurement and spatial awareness.

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Curriculum and teaching Expected standard

Planned daily outings extend learning beyond the home and provide meaningful opportunities to promote children's physical, personal, social and emotional development. The childminder regularly takes the children to local groups, where they meet other children and further develop their social skills. Although these experiences support children to practise their turn-taking skills and sharing, the childminder does not yet consistently embed this practice, meaning they have not yet fully secured these skills. They visit local parks, where children are provided with opportunities to develop their strength and confidence in climbing. Through careful planning and monitoring, the childminder ensures all children make secure progress and are well prepared for their next stage of learning.

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Inclusion Expected standard

The childminder promotes an inclusive approach, where children's individual needs are identified early and supported appropriately. Through regular observations, assessments and working in partnership with parents, the childminder adapts her practice to ensure that all children make sustained progress. She demonstrates secure knowledge of referral pathways for additional support and explains how she advises parents to seek additional support from appropriate health professionals when required.

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Inclusion Expected standard

The childminder uses additional funding to enhance children's experiences and provides tailored opportunities that support their progress. For example, she plans regular outdoor play, including visits to the local park, where children develop physical skills, confidence and learn to manage risks safely. Targeted training equips the childminder with the knowledge and strategies needed to respond effectively to children's emerging and changing needs.

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Inclusion Expected standard

Children who speak English as an additional language receive effective support from the childminder. She incorporates their home languages into the setting by sharing books in both languages and modelling English alongside key phrases in their first language. This approach values children's cultural backgrounds, promotes confidence in English and celebrates their uniqueness. As a result, children develop a sense of pride in their home language and culture.

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Leadership and governance Expected standard

The childminder demonstrates a secure understanding of the context of her setting and is committed to providing high-quality care for children. She has an accurate understanding of the strengths of her provision and reflects thoughtfully on areas, where further development would strengthen outcomes for children and improve the quality of teaching over time.

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Leadership and governance Expected standard

Professional development is effective and directly impacts practice. Training in behaviour management, children's core strength and language development informs curriculum decisions and improves outcomes for children. The childminder is committed to further developing her expertise through additional recognised childcare qualifications, ensuring her knowledge and skills continue to enhance children's learning and wellbeing.

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Leadership and governance Expected standard

The childminder monitors all children's progress, including those who speak English as an additional language, and shares practical strategies with parents to support learning at home. Additional funding, such as early years pupil premium, is used strategically to broaden children's experiences, while the childminder continually reflects on her practice to improve outcomes and ensure learning is inclusive, tailored and ambitious for all. The childminder makes decisions in the best interests of children. Additional funding is used strategically to support their development. The childminder continually reflects on her practice and seeks ways to improve outcomes for all children, ensuring that learning is inclusive, tailored to individual needs, and supports children to make secure progress from their starting points.

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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 enjoy their time in the childminder's inclusive and nurturing setting. From the start of their care, she completes home visits and carefully plans gradual settling-in sessions. This ensures that children and their families feel safe, secure and confident. These arrangements help children arrive happily and move around the environment with ease. They independently select resources stored at their height, choose songs from the singing box and eagerly explore activities that interest them.

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

Children benefit from rich, meaningful interactions throughout the day. They communicate confidently through gestures, babbles and emerging words. The childminder responds to these positively. For example, she narrates their actions and models vocabulary as they play, extending their understanding and early conversational skills. When children point to their head, shoulders and knees, the childminder names each body part and begins to sing the requested song. Children smile, join in with actions and repeat the words, demonstrating that they feel safe, secure and ready to learn. Children who speak English as an additional language hear their home languages valued through dual-language books while developing their confidence in speaking English.

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

Children achieve well from their starting points. The childminder builds on their skills and understanding through play. As children push pom-poms through a tube, they develop coordination, and when they struggle, she provides strategies to help them work it out. This extends their skills and understanding. The childminder carefully monitors children's development, identifying gaps early and providing targeted support where needed. She works closely with parents, highlighting the importance of regular attendance to help children build the knowledge and skills they need for the next stage of their learning.

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

Children feel a strong sense of belonging through planned routines and responsive care that meets their individual needs. They are supported to develop early independence in ways appropriate to their age and stage. For example, during scarf play, children independently select different coloured scarves and explore different movements while following familiar routines. The childminder models language, such as 'up, down, high' and 'low' and children replicate her actions. Every child's interests and uniqueness is recognised and supported, enabling them to engage fully, flourish and build confidence in their learning and relationships.

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Next steps

The childminder should consistently identify and respond to opportunities to extend children's understanding of turn-taking and sharing, to further enhance their developing social skills and positive behaviour.

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About this inspection

The inspector spoke with the childminder and reviewed parents' written feedback.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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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. 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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