Childminder

Childminder

Unique reference number (URN): EY222496 Registered with Ofsted: 02/10/2002 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

A broad curriculum, tailored to the interests and needs of the children, typically means that they are well supported to become confident and independent in readiness for their next stage of learning. Children develop age-appropriate knowledge and skills across all areas as they reach important milestones. For example, in developing their communication and language skills, children quickly become confident communicators who are increasingly able to express themselves clearly. Children develop a wide and rich vocabulary as they hear and use new words in their play and interactions. They learn to play cooperatively by sharing toys and resources and are beginning to understand and respond to the needs of others. As a result of effective targeted support, children develop new knowledge and skills and make progress from their individual starting points. This inclusive approach ensures that all children are supported well and helps to narrow gaps in learning, enabling every child to

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Behaviour, attitudes and establishing routines Expected standard

Children behave well in the childminder's care and benefit from her consistent and positive approach to behaviour management. She is a strong role model, demonstrating good manners and respectful interactions, which children begin to copy. The childminder has a secure understanding of what is developmentally appropriate for children at different ages and stages and adapts her approach to managing unwanted behaviour accordingly.

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Behaviour, attitudes and establishing routines Expected standard

When minor disagreements occur, the childminder responds promptly with gentle redirection and distraction. She uses calm reminders to support children's understanding of sharing, turn-taking and emotions. For example, when children become frustrated, she uses picture prompts showing a range of facial expressions to help them recognise and describe their feelings. Books and rhymes are also used effectively to further strengthen children's understanding of behaviour and emotions. Praise is used well to reinforce positive behaviour, such as sharing, good manners and kindness, promoting clear expectations in a way children understand. As a result, over time, children begin to anticipate routines and apply these expectations independently, showing growing confidence in managing their own behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance closely, recording arrival and departure times accurately. She works in partnership with parents, holding supportive conversations about the importance of consistent routines, while remaining flexible to accommodate parents' work patterns.

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Children's welfare and wellbeing Expected standard

The childminder forms secure and nurturing relationships with the children, helping them develop strong emotional wellbeing and feel happy and settled. Children show clear emotional bonds with the childminder and readily seek reassurance. She offers frequent cuddles, calm words and praise, modelling positive behaviour and creating a reassuring, emotionally supportive atmosphere. The childminder teaches children about their 5 senses and builds on this learning by helping them apply it to everyday routines, such as keeping safe outside the home. For example, she reminds children to use their eyes to look and their ears to listen when crossing roads. These real-life learning situations help children begin to understand simple safety rules and how to keep themselves safe. The childminder wants children to participate in more learning outside and is developing opportunities for them to access outdoor experiences more

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Children's welfare and wellbeing Expected standard

regularly to support their physical development.

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Children's welfare and wellbeing Expected standard

The childminder works closely with parents to ensure consistency in children's care routines. She discusses toilet training to provide a coordinated approach and offers helpful suggestions to support children's night-time sleep when they are unwell. Parents value her guidance and appreciate the support she provides.

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Children's welfare and wellbeing Expected standard

The childminder is confident in signposting parents to relevant professionals when early signs of developmental delay emerge. This timely intervention helps reduce barriers to learning and supports children to make steady progress.

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Curriculum and teaching Expected standard

Since the last inspection, the childminder has improved her understanding of how to deliver an effective curriculum that supports children's learning and helps them become increasingly independent learners. She uses her observations and assessments to offer a more focused curriculum, building on what children already know and can do to support each child's individual development.

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Curriculum and teaching Expected standard

During play, the childminder engages positively and joins in with genuine enthusiasm. Her sense of fun encourages children to participate and creates a supportive and enjoyable learning environment. She promotes children's language and communication skills through everyday routines and back-and-forth conversations. When children mispronounce words, she models the correct pronunciation sensitively, without drawing attention to the error.

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Curriculum and teaching Expected standard

The childminder weaves mathematical learning into daily routines and play. She encourages children to use positional language such as 'under' and 'behind' and supports their early understanding of number and shape through puzzles, construction activities and problem- solving opportunities. She is developing opportunities for children to be more physically active outdoors to support their physical development.

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Curriculum and teaching Expected standard

The childminder adapts her teaching to meet children's different starting points, helping them develop their communication, language and early mathematical skills. She works effectively with external agencies, such as speech and language therapists, when additional support is required, and she incorporates their suggestions to further enhance children's learning.

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Inclusion Expected standard

The childminder draws on her knowledge and experience to support children with special educational needs and/or disabilities (SEND). She works with families and communicates regularly to ensure she has a clear understanding of children's starting points and any emerging concerns. The childminder assesses children's learning when they first join her setting and uses these observations to identify where to focus teaching to reduce any barriers to learning. She continues to assess at regular intervals, using this information to review her provision and put targeted plans in place that support children to make progress and close gaps over time.

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Inclusion Expected standard

The childminder recognises how ongoing professional development enhances her confidence and skills in supporting children with SEND. She uses visual prompts, gestures, key words in children's home languages and consistent modelling to strengthen communication and understanding. The childminder has established links with external professionals to ensure coordinated support when needed. She considers how additional funding can be used to further support disadvantaged children's learning and development. A strong focus on communication and language underpins her practice. This inclusive approach ensures that all children feel valued, supported and fully included.

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Leadership and governance Expected standard

Since her last inspection, the childminder has reflected and made changes to her provision that are in the best interests of all children, including those who may be disadvantaged. These include undertaking more focused observations and assessments of children. These enable her to gain a clearer and more accurate understanding of each child's starting points, interests and developmental needs. This improved approach ensures that teaching is more targeted and children experience a curriculum that supports steady progress over time.

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Leadership and governance Expected standard

The childminder completes mandatory training, such as safeguarding. She reflects on her practice and has taken some steps to improve her knowledge and skills. This includes her own reading around purposeful observation of children to help make improvements to her teaching of areas of the curriculum. She recognises that further ongoing professional development would keep her knowledge up to date and strengthen her practice, particularly in supporting children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder builds positive relationships with children's parents and carers. She regularly shares her assessments of children's progress with parents to support consistency in children's learning. She shows parents photos of activities she undertakes with children to encourage them to continue children's learning at home. Parents value the warm and trusting relationship they have with the childminder. They talk about how this supports them to understand what their children need to learn next and how they can support this development at home. Parents speak extremely positively about the care and learning the childminder offers their children.

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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 experience a homely and welcoming environment where they feel safe, secure and confident. They settle quickly and form strong emotional attachments, supported by the childminder's warm, engaging and enthusiastic manner. Children explore the playroom with interest, independently accessing a wide range of stimulating resources that spark curiosity and encourage purposeful play. Varied toys, materials and activities capture their interests and inspire imagination. Children explore, investigate and recreate familiar experiences, such as cooking in the role-play kitchen. These experiences support children's confidence,

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About this setting

Unique reference number (URN): EY222496 sustained engagement and progress in their learning. The play-based curriculum, shaped around children's interests, begins with information gathered from parents and is enhanced through ongoing observations and assessment, all of which help to prepare children for their next steps in learning.

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About this setting

Children's individual care needs and emotional wellbeing are nurtured through the childminder's attentive and responsive interactions. Familiar routines provide consistency and reassurance, helping children feel secure and promoting a strong sense of belonging. Children enjoy their time at the setting, and regular attendance is strengthened through well- established partnerships with parents.

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About this setting

Children who may have additional needs or face barriers to learning are identified early. Parents are signposted to appropriate professionals so support can be put in place promptly. Children benefit from an inclusive environment, exploring books, dolls and small-world resources that reflect diverse families and cultures. This helps them learn to respect differences and develop pride in their own identity.

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Next steps

Increase opportunities for outdoor play so that children benefit from regular, varied experiences that further support their physical development. Undertake appropriate professional development to strengthen knowledge and ensure continuous improvement in the quality of practice, including inclusive practice, to secure positive outcomes for all children.

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About this inspection

The inspector spoke with the childminder, parents 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 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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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

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 .

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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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