Childminder

Childminder

Unique reference number (URN): EY409863 Registered with Ofsted: 13/05/2010 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

All children, including those who face barriers to their learning, make rapid and sustained progress in all areas of learning and development. They acquire the knowledge, skills and attitudes needed for the next stage of their education, and they are extremely well prepared for their eventual move to school. Children display high levels of engagement, curiosity and confidence.

p.2

Achievement Strong standard

Children's language development is a particular strength. They confidently join in meaningful conversations, using new vocabulary accurately and applying their growing understanding of the world to their everyday experiences. For example, when discussing the story of 'The Three Little Pigs', children explain sensibly why they are unlikely to see a wolf on an upcoming visit to a local farm.

p.2

Achievement Strong standard

Children develop a secure understanding of early mathematics, exploring concepts such as weight and force when blowing straw, sticks and bricks with a hand-held fan. Children who are new to the setting settle quickly and make rapid progress in their social and emotional development. They form positive relationships, communicate with growing confidence and thrive alongside their peers.

p.2

Behaviour, attitudes and establishing routines Strong standard

From the moment they arrive, children access an enabling environment that promotes their independence and encourages them to lead their own learning. Children are very clear about what is expected of them, and they independently manage their self-care routines, even those with identified gaps in their learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder provides intensive, targeted support for children who need additional help to remain engaged in activities. She does this sensitively to build on children's self-esteem and growing confidence. The childminder uses positive reinforcement and helps children identify and use their personal strengths and character traits to manage and understand behaviour. This approach helps teach all children to be patient and develop an understanding of others. The childminder takes time to explain why some children may need more time to think about things or make positive choices. They discuss how others may be feeling, and all children learn and take away something from these moments.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has robust systems for promoting attendance and following up on any unexplained absences. She works with parents and carers to promote the importance of establishing regular attendance and punctuality. She conveys the impact that missing out on early years education can have on children's outcomes as they progress through their education.

p.2

Curriculum and teaching Strong standard

The childminder knows children very well and uses assessment thoughtfully to plan precisely for their next steps in learning. She uses her in-depth knowledge of children's

p.2

Expected standard

home circumstances to tailor her curriculum effectively. She ensures that all children receive an incredibly varied and highly ambitious range of educational experiences that build on their prior learning. This helps all children, including those with learning gaps or barriers, to quickly catch up with their peers and make rapid and sustained progress in their learning and development.

p.3

Expected standard

The childminder is confident and skilled in adapting teaching strategies to remove barriers to learning. She draws effectively on ongoing professional development to strengthen her practice in key areas, such as personal, social and emotional development, as well as early mathematics. Her interactions with children are consistently of a very high standard. She models new language thoughtfully, encourages children's ideas, and maximises every teachable moment to extend learning.

p.3

Expected standard

Values are securely embedded into the childminder's curriculum. Children are taught to value and respect one another, developing positive attitudes that contribute to their personal development. The curriculum is clearly sequenced and ambitious, ensuring that each child's learning builds securely over time. Through careful planning, responsive teaching and commitment to improvement, children thrive and achieve incredibly well.

p.3

Children's welfare and wellbeing Expected standard

The childminder has trusting bonds with all children, including those who have been at her setting for a relatively short length of time. This helps children feel safe and secure. The childminder sensitively helps each child manage their emotions. She takes their unique family circumstances and starting points into account when devising support strategies to help them identify and manage their feelings. The childminder is skilled in promoting children's independence and resilience.

p.3

Children's welfare and wellbeing Expected standard

Parents and carers are positive about the care and education their children receive. Effective partnership working begins before children start attending the setting. The childminder carries out home visits to gather a wealth of key information about children's individual health and care routines. This helps them settle and ensures that the childminder can provide effective support during their time at the setting. The childminder promotes children's health and wellbeing through consistent routines, hygiene practices and healthy eating. Calm and reassuring interactions support children emotionally. As a result, children benefit from a safe and nurturing environment where they develop confidence and make sustained progress.

p.3

Children's welfare and wellbeing Expected standard

The childminder has not revisited care arrangements for some children since they have settled or followed up on communications with other settings to add depth to her understanding of their targets or next steps. The childminder acknowledges that children could be supported even more consistently, particularly where there may be emerging gaps in their development or where they face barriers to their learning.

p.3

Inclusion Expected standard

The childminder gathers detailed information from parents and carers at the point of registration, enabling her to develop a clear understanding of each child's starting points and individual needs. This enables her to accurately assess children who may face barriers to their learning and identify any necessary additional support. The childminder engages in regular professional development to ensure that her knowledge remains current about how to support children with special educational needs and/or disabilities or those eligible for additional funding. She demonstrates a secure understanding of inclusive practice and the importance of using an appropriate approach to identify and monitor children's individual needs. The childminder knows how to implement targeted strategies, review progress and initiate referrals for additional support and advice when necessary.

p.4

Inclusion Expected standard

The childminder does not always work consistently with other early years settings that children attend when there are emerging concerns or barriers to their learning. She understands that effective communication and partnership working help to ensure that children promptly receive targeted support.

p.4

Leadership and governance Expected standard

The childminder provides clear leadership that supports high-quality care and education. She understands her responsibilities and organises routines well, having taken steps to improve her practice following her last inspection. The childminder has high expectations and is consistent in her care to help children feel safe and secure.

p.4

Leadership and governance Expected standard

The childminder invests in her professional development, including training on supporting children with special educational needs and/or disabilities. This helps keep her knowledge current and supports her practice. The childminder remains alert to concerns, follows procedures and ensures that arrangements are secure.

p.4

Leadership and governance Expected standard

The childminder understands that strengthening her work with parents, carers and other childcare providers will help raise outcomes for children even further. She does not consistently share information that supports continuity of care and learning to the highest level. The childminder does not consistently work closely with other early years settings to ensure that children receive coordinated support at the earliest opportunity.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children thrive in this warm, nurturing environment. They are welcomed into a calm, organised space designed to promote independence, curiosity and a love of learning. From the moment they arrive, children confidently select from thoughtfully presented resources placed within easy reach, encouraging them to 'have a go', make choices and build resilience. The childminder knows children extremely well and uses her knowledge of child development and children's starting points to plan meaningful, ambitious experiences that build on their prior learning. She is skilled at extending children's vocabulary through rich

p.5

Inspector:

Leanne Merritt conversations and modelling descriptive language, such as 'sharp' teeth, 'strong' muscles and 'bright' orange during play. Mathematical concepts are woven into children's exploration, comparing dinosaur sizes and learning about halves and quarters during play dough activities, for instance.

p.6

Inspector:

Interactions are very purposeful. The childminder maximises every moment, supporting turn- taking, sharing and emotional regulation with sensitive and consistent guidance. Children learn to express how they feel using a visual emotion board. They are reminded that they can change their marker as their feelings change throughout the day. Values are securely embedded as children learn to respect, support and encourage one another, celebrating each other's achievements.

p.6

Inspector:

Planned activities are adapted skilfully to meet individual needs. During small-group play, the childminder differentiates expectations, balancing targeted learning, such as fine motor skills and shape recognition, with immediate emotional needs. Children show high levels of engagement, perseverance and motivation, even when activities require intense support. Stories are brought to life through puppets and creative extension activities, enabling children to connect fictional events with real-world experiences. Children show pride in sharing knowledge about their homes, animals and upcoming farm visits, confidently distinguishing fact from fiction. Overall, children are deeply engaged, well supported and eager to learn, which makes the setting a joyful, secure and enriching place for them to grow.

p.6

Next steps

The childminder should strengthen her reflective practice, regularly review the arrangements for children's care, and swiftly follow up on any communication matters to ensure that decisions made remain in the children's best interests.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.6

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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

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

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8