Childminder

Childminder

Unique reference number (URN): 2798620 Registered with Ofsted: 13/03/2025 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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Behaviour, attitudes and establishing routines Strong standard

The childminder is an extremely positive role model and supports children to behave impeccably well. She is patient and calm and manages any brief moments of children testing boundaries incredibly well. All children fully understand and independently follow the rules and the childminder's instruction. For example, even the youngest children follow the routine well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder knows children exceptionally well, and this is evident when she skilfully redirects children's learning to an activity that she knows will engage their attention and challenge them more effectively. The childminder's highly skilful teaching of routines and expectations of behaviour helps children have a positive attitude towards their learning. For example, they are resilient and persist at activities until they complete the desired outcome.

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Behaviour, attitudes and establishing routines Strong standard

Children play harmoniously together and enjoy each other's company. There is a highly positive relationship between children and the childminder. For example, children evidently feel safe and secure and seek her out for cuddles and interactions as they play together.

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Behaviour, attitudes and establishing routines Strong standard

The childminder closely monitors children's attendance and follows up any unexplained or unexpected absences. This enables her to be able to quickly identify any potential concerns that may need addressing.

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Behaviour, attitudes and establishing routines Strong standard

The childminder teaches children about other people's similarities and differences outside of their own communities and experiences. For example, children learn about other religious festivals and traditions and family dynamics, such as same gender parents.

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Achievement Expected standard

Children show kindness and care to each other in mature ways. For example, children help each other complete tasks and offer each other praise and reassurance. Children are supported well due to the childminder building on her own knowledge and skills. This includes completing specific and beneficial training to support practice and children's development.

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Achievement Expected standard

Children develop skills to support their future learning and help prepare them for their eventual move to school. This includes using effective methods to self-regulate emotions and completing tasks with independence.

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Achievement Expected standard

Children make good progress in the well-embedded curriculum. This includes developing their communication and language skills. For example, answering thought-provoking questions confidently and sharing their own stories and thoughts with confidence.

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Children's welfare and wellbeing Expected standard

Children are happy, settled and confident. The childminder has successfully created a safe and welcoming environment that children feel comfortable and safe in. Children remain engaged in well-planned activities and enjoy their individualised learning experiences. After visiting a farm, children are keen to explore a sensory farm scene, such as looking for carrots in cress and moving animals in oats. They recall their learning from the farm and laugh together as they make animal noises.

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Children's welfare and wellbeing Expected standard

The childminder has established positive relationships with children, and this helps them to feel safe and secure in the homely environment. The childminder plans and provides learning experiences that she knows children will enjoy, such as outdoor play opportunities where children can balance and climb and explore vehicles in sand.

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Children's welfare and wellbeing Expected standard

All children fully understand and know the routines and are independent in managing their own needs. This includes children talking about the importance of washing away germs before mealtimes.

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Children's welfare and wellbeing Expected standard

The childminder teaches children about the impact of screen time and the importance of good oral health practices well. This includes sharing screen time information with parents, and all children brush their teeth after snack time.

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Curriculum and teaching Expected standard

The childminder has worked hard to ensure that she implements an effective curriculum, which covers all areas of learning effectively. This includes having concise plans for mathematical development. For example, children learn about shape and colour. However, at times during spontaneous play, the childminder does not consistently extend on children's knowledge and enjoyment of mathematics even further, such as counting as they scoop sand and serve snacks.

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Curriculum and teaching Expected standard

The childminder implements concise plans to identify children's next steps for their learning. Her plans are meaningful, and she fully understands their intent and purpose. All children enjoy their learning experiences and are happy and settled.

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Curriculum and teaching Expected standard

Overall, the childminder has a clear knowledge of what children already know and what she would like children to learn next. However, at times, the childminder does not build on children's play ideas as strongly as her planned activities. This is demonstrated when children show a keen interest in vegetables when preparing them for the Guinea pigs, and although the childminder acknowledges children, she does not extend on the potential learning further in the moment.

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Curriculum and teaching Expected standard

The childminder supports all children to develop their communication skills well. For example, there is consistently high-quality interactions, and the childminder introduces new words as they play, such as talking about manoeuvres when moving diggers. Children enjoy a wide range of stories and singing opportunities and are confident to share their thoughts and ideas.

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Inclusion Expected standard

The childminder knows children and their abilities well. She observes and tracks children's progress routinely and is able to quickly identify needs of all individual children, including those who may require additional support. The childminder assesses and monitors children's progress and ensures that she meets children's individual needs. She has a high expectation of their abilities and makes challenging yet achievable next steps for children. The childminder skilfully adapts activities to ensure that all children get the most out of their learning opportunities.

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Inclusion Expected standard

The childminder attends regular training that she feels beneficial to practice and the children who attend. For instance, she has developed her knowledge on how to support children who have food allergies and intolerances.

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Inclusion Expected standard

The childminder establishes positive partnerships with parents and families to help share children's learning between home and the setting. They routinely share next steps and achievements. The childminder establishes effectively a positive and consistent approach to their shared care and learning opportunities.

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Inclusion Expected standard

The childminder has a clear understanding of the impact of using additional funding effectively to meet the needs of individual children.

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Leadership and governance Expected standard

The childminder is reflective and evaluative. She identifies areas she wishes to develop and celebrates the changes she has made. For example, she has developed more concise planning to support children to make progress. The childminder wishes to complete more training on specific topics, such as how to support children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder communicates with parents well and regularly shares activity ideas and children's next steps and achievements. Parents speak highly of the childminder and praise her for being extremely supportive, warm, nurturing and attentive.

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Leadership and governance Expected standard

The childminder has a clear understanding of safer recruitment and how she supports any assistant that works with her to provide a consistent approach to children's care and learning. For example, they observe each other teach and share helpful feedback to support future practice. The childminder fully understands the rules and regulations of an assistant and ensures that she supports her assistant and that the workload is manageable.

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Leadership and governance Expected standard

The childminder closely monitors any health and safety related documents, such as attendance, and she has thorough risk assessments in place. Children learn how to keep themselves and others safe. For example, children learn about the rules of how to cross the road safely and how to remain safe around water on regular trips and outings.

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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 happy and settled in the safe and welcoming home. They are confident and independent. This is demonstrated when children put their own coats on and prepare the vegetables to feed the Guinea pigs. Children of all ages and abilities respond positively to the childminder, and they follow instructions with maturity. Children use effective ways to manage their emotions and feelings, such as using breathing techniques to help them to feel calm. The childminder is skilful in implementing her chosen curriculum successfully to challenge children and support them to make progress in their learning and development.

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About this setting

Unique reference number (URN): 2798620 The childminder knows and fully understands children's individual personalities and what makes them unique. This helps her plan activities and experiences that she knows will engage children and motivate them to learn. For instance, when she is helping children to develop their fine motor skills, she introduces interesting activities that she knows children will enjoy as they develop these skills. For example, children use scoops and tweezers to remove items out of jelly and use digger scoops to transport sand.

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About this setting

All children make progress in relation to their starting points and develop new skills to support their future learning. This includes being independent and using effective ways to communicate their ideas. This is demonstrated when children use their imagination as they use a farm scene to create their own narrative. Children are highly mindful of each other's feelings and respect each other's ideas and occasional need for their own space.

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About this setting

The childminder has a high expectation of all children, and this includes having a high expectation of their behaviour. As a result, all children behave incredibly well and play harmoniously together. Older children show their younger friends how to complete a task as they kindly tell each other, 'I can teach you how to do this.'

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Next steps

The childminder should ensure that she consistently builds on children's already clear knowledge, understanding and enjoyment in mathematics. The childminder should extend on children's spontaneous play and build on what children already know even further.

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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. Type: Childminder

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About this inspection

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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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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