Childminder

Childminder

Unique reference number (URN): 250940 Registered with Ofsted: 11/02/1999 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 Expected standard

Children are comfortable in the childminder's home and feel safe and secure in her care. They are keen to learn and try new experiences. Children make progress in their personal, social and emotional development and communication and language skills. Children learn in an inclusive setting and are provided with a broad range of activities in a fun learning environment. Children confidently explore and make independent choices as they select resources to help them initiate their own play. Children consistently learn the skills required to be independent through everyday routines. All children, including those with barriers to their learning, are fully prepared for their next stage in learning. For example, children receive appropriate support when transitioning to pre-school. Their interests and abilities are shared, which means they receive a consistent approach and a seamless transition.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children in her care. She is calm, nurturing and a reassuring role model. The childminder promotes a happy and respectful environment. She demonstrates a genuine kindness and compassion toward the children in her care. Children have formed close and affectionate bonds with her and relish the consistent praise and reassurance they receive for their efforts. The familiar routines in place are understood and provide children with a real sense of security. Children understand the expectations for behaviour and, overall, their behaviour is positive. They make friendships with others attending. While the childminder supports children's emotional wellbeing, children have fewer opportunities to learn about their feelings and emotions and the impact that some behaviour has on others, such as when turn taking during play. This is because well-planned activities, stories and conversations around emotions are not yet embedded in practice.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder is mindful of individual family needs, and is flexible to support them. She positively promotes punctuality and attendance. This ensures that children are fully involved, ready to learn and settle quickly.

p.2

Children's welfare and wellbeing Expected standard

The childminder strives to provide quality care and education within a homely environment. She invests time in getting to know the children and their family before they attend as she recognises that if the children feel safe, secure and settled they will learn well. Therefore, priority is given to supporting children's emotional wellbeing. Children have established very close and trusting bonds with the childminder. For example, when they feel tired or unwell, they snuggle together and enjoy cuddles as the childminder soothes them and provides reassurance. Settling-in sessions are tailored to meet children's needs, particularly for those children who face barriers to learning. The childminder takes time to ensure that she has appropriate resources and information to support children who are learning English as an additional language and that parents are reassured their children's needs are met.

p.2

Children's welfare and wellbeing Expected standard

Children are made comfortable in cots and can sleep peacefully when needed. The childminder responds sensitively to young children who need a nap and makes them comfortable and soothed when they are tired. The childminder manages routines around the children's individual needs. The childminder promotes lots of outdoor play experiences as she recognises the importance of keeping children healthy and active. Children routinely enjoy their time in the local woods or play park. They develop their physical skills as they run and climb. They learn about nature and enjoy bug hunting in the fresh air. The childminder works closely with parents and provides them with useful information and guidance on healthy meal choices.

p.2

Curriculum and teaching Expected standard

The childminder provides a broad curriculum. It includes a variety of outdoor learning opportunities within the local community to further broaden children's experiences. The curriculum is designed around children's interests and what they need to learn next. The childminder is aware of how children learn and ensures that learning is sequenced, with a focus on communication. She ensures that those with barriers to learning, such as children who speak English as an additional language, have the appropriate support to ensure that they meet their full potential and fully engage in all on offer.

p.3

Curriculum and teaching Expected standard

The childminder supports children's emotional and social development. However, fewer opportunities are in place for children to learn the vocabulary they need to express how they feel, understand their emotions and learn about how some behaviour may impact on others. The childminder uses every opportunity for children to learn. For example, she supports them through everyday routines, such as learning the importance of handwashing, the skills needed to independently prepare for outdoor play and at mealtimes. Language development is prioritised. The childminder uses photograph prompts, singing and simple repetitive words in every activity to help children's confidence and progress in communication.

p.3

Curriculum and teaching Expected standard

Toddlers enjoy looking at books and maintain their focus as the childminder engages them and captures their interest. They talk about the pictures to strengthen their understanding. Children interact and repeat simple words. However, while a wide variety of books are in place, these are not readily available or easy for some children to access to promote their love of books. The childminder captures children's attention as they use shape sorters to post shapes. Mathematical learning is woven through all activities. They talk about shapes, size and numbers. Teaching is carefully adapted to meet children's individual needs and build their confidence in preparation for the next stage of their learning.

p.3

Inclusion Expected standard

The childminder demonstrates a secure knowledge and understanding of how to support children in her care. This means that all children flourish and achieve. The childminder has past experience of effectively caring for children with barriers to learning and with special educational needs and/or disabilities. She supported them to reach their full potential. The childminder ensures a graduated approach to supporting children. For example, she observes children's development and plans appropriately. She identifies their emerging needs and seeks early intervention, effectively engaging parents throughout the process. Any additional funding is used to provide additional resources to bridge any gaps in learning and to enhance children's opportunities and experiences. The childminder also works closely with other professionals who support the children in her care, to ensure a consistent approach. The childminder seeks appropriate training to strengthen her knowledge and

p.3

Inclusion Expected standard

support children's progress, such as training in communication and language. She applies any new strategies to her practice and evaluates the impact on outcomes for children to ensure that all children make consistent progress and thrive.

p.4

Leadership and governance Expected standard

The childminder is committed to providing children with high-quality care and education. She routinely uses self-evaluation to implement changes and highlight areas to develop further. For example, since the last inspection, the childminder has strengthened routines and provided lots of meaningful, fun activities to help children learn how to care for animals. She regularly strengthens her knowledge and skills, and ensures that she is up to date with current practices through training opportunities.

p.4

Leadership and governance Expected standard

The childminder has established friendly, but professional, partnerships with parents and works closely with them to support children's individual care needs. She provides flexibility in her approach to supporting parents and communication to ensure that all needs are met. Parents speak highly of the caring and kind childminder and of the progress that their children make as a result of attending. Children are at the centre of all decisions made. Overall, the childminder adapts her setting to ensure that all children can fully participate. This means that children with special educational needs and/or disabilities or who face barriers to learning receive the interventions and support needed to ensure that they succeed. That said, further consideration should be given to ensuring that a broad range of books are easily accessible for children.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

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 are very settled, happy and content. They are welcomed and cared for in a home- from-home environment where they thrive emotionally and socially. The childminder is skilful in her interactions with children. Toddlers engage her in their games. She observes them closely at play; however, she is subtle in her interactions so as not to spoil their enjoyment and curiosity. The childminder skilfully extends children's language by modelling vocabulary well. She uses clear, simple words repetitively to help children develop the language skills needed to be confident, independent learners. The childminder routinely plans lots of music and singing in play to support children to develop their communication skills.

p.5

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

Children make consistent progress from their starting points, including those who face barriers to learning. The childminder ensures that the curriculum provides children with a broad range of learning opportunities that cover all areas of learning. Robust initial assessments means that the childminder can skilfully build on what children already know and can do while following their interests. The childminder sequences learning, enabling children to develop skills progressively. Toddlers show sustained concentration as they play with wooden blocks and shapes. They match colours and shapes and enthusiastically post shapes in the appropriate holes and demonstrate perseverance when they struggle to match the corresponding shape. This helps children to develop their own ideas and problem- solving skills. The childminder is knowledgeable of child development. Through careful observation, she is able to swiftly identify any emerging needs and seek early intervention in

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 06:45 - 17:15

p.6

Facts and figures used on inspection

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

p.6

Next steps

The childminder should include more focused activities within the curriculum to support children's understanding of emotions and develop their vocabulary further, to enable them to express how they feel. The childminder should strengthen children's enjoyment of books and make a range of books more easily accessible.

p.6

About this inspection

The inspector spoke with the childminder and the 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. This data is from 2 March 2026

p.6

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.7

Needs attention

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

p.7

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.

p.7

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