Childminder

Childminder

Unique reference number (URN): EY440143 Registered with Ofsted: 26/01/2012 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

Inclusion Strong standard

The childminder demonstrates a highly effective approach to identifying, assessing and meeting children's individual needs. She quickly recognises emerging concerns and takes decisive, well-informed action to reduce barriers to learning. Her in-depth knowledge of each child enables her to provide precisely targeted support, particularly for children with special educational needs and/or disabilities (SEND) and those who are disadvantaged or known to care services.

p.2

Inclusion Strong standard

She implements carefully considered adaptations that enable all children to access the full curriculum. For example, she uses tailored communication strategies, visual prompts and focused interaction to significantly extend the language and communication skills of all children. These strategies are embedded consistently throughout daily routines and play experiences. Children, including those with SEND, respond very well to rich, lovely interactions, and all children happily join in games with the childminder.

p.2

Inclusion Strong standard

The childminder works proactively in partnership with parents and other professionals to secure the best possible outcomes. She rigorously monitors the impact of the support she provides, reviewing progress frequently and refining strategies to ensure that children make sustained and measurable progress from their starting points.

p.2

Inclusion Strong standard

Through her inclusive and ambitious practice, the childminder makes a clear and demonstrable difference to children's experiences and achievements. Children with SEND and those who are disadvantaged thrive, gain confidence and develop the essential skills they need for future learning.

p.2

Achievement Expected standard

Children, including those with special educational needs and/or disabilities, develop age- and stage-appropriate skills and knowledge and make steady progress from their starting points. Young children begin to build early mathematical understanding and know the names for some colours. Most children are confident communicators and socially confident, sharing what they know and can do.

p.2

Achievement Expected standard

Children are well prepared for the next stage of learning, including starting school. They develop a broad vocabulary and early literacy skills, linking words such as 'tree' and 'tent' to the letter 't'. They demonstrate coordination through running, throwing balls and dancing. They concentrate for sustained periods and engage actively in their learning. Children develop creative expression skills, making a rhythm with wooden sticks. Children begin to learn about the wider world and nature, including similarities and differences between themselves and others. Children do not make as much progress in their understanding of different people, families and communities because the curriculum and teaching for this aspect of learning is not yet fully developed.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour and attitudes to learning and adapts her approach to meet the individual needs of all children, including those with special educational needs and/or disabilities. Children are curious and eager to learn. The childminder supports children to focus on their activities by guiding them back to their play, helping to develop concentration and persistence. Children are praised for their achievements, which encourages them to persevere when tasks are challenging, for example when placing balls into a container or completing simple puzzles.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with the childminder and their peers. They are kind, cooperative and show awareness of how their actions affect others. The childminder models and reinforces appropriate behaviour and social skills, helping children understand expectations and manage their emotions. Attendance is promoted effectively, and procedures are in place to address any concerns about absences quickly and consistently.

p.3

Behaviour, attitudes and establishing routines Expected standard

Routines are predictable, giving children a sense of security and stability. The childminder actively participates in children's play, scaffolding their learning and extending skills, for example when building towers or taking part in games. Children enjoy these interactions and generally respond positively to her guidance.

p.3

Behaviour, attitudes and establishing routines Expected standard

Typically, children are confident, motivated and engaged learners. They demonstrate resilience, social awareness and the ability to follow routines, which supports their ongoing learning and development.

p.3

Children's welfare and wellbeing Expected standard

The childminder creates a safe, welcoming, home-from-home environment where children enjoy play, smile during games and eagerly socialise with friends. Her care practices meet children's individual needs effectively, including those with special educational needs and/or disabilities, ensuring that all children are supported to access activities and feel secure.

p.3

Children's welfare and wellbeing Expected standard

Children are well supported to develop an understanding of their physical development, personal safety and wellbeing. Daily routines include outdoor play, using climbing equipment and movement activities, which help children develop strength, coordination and confidence in their physical abilities. Hygiene practices, such as handwashing and toilet training, are consistently taught, and children are encouraged to become increasingly independent in managing their own care. While guidance on nutrition and healthy eating is shared with parents, this is not yet consistently implemented to help children in understanding, and making, nutritious choices.

p.3

Children's welfare and wellbeing Expected standard

The childminder supports children to recognise, express and manage their emotions, helping them develop a secure sense of emotional wellbeing. She responds sensitively to children's needs, offering reassurance, praise and guidance that promotes confidence and resilience. Routines are flexible to meet individual needs and ensure inclusion. Children feel safe, supported and confident, demonstrating positive wellbeing and attitudes to learning.

p.3

Curriculum and teaching Expected standard

The childminder demonstrates a good knowledge of early years education and how children learn. She has planned a broad and ambitious curriculum that supports children's development across all areas of learning. It builds on what children already know and helps them acquire new skills, preparing them for the next stage of their education.

p.4

Curriculum and teaching Expected standard

Children enjoy daily physical activities that support their health and development. They develop strength and coordination as they move to music and explore climbing equipment at local parks. The childminder ensures that all children, including those with special educational needs and/or disabilities, can access the curriculum. She makes appropriate adaptations so that every child can participate and make progress.

p.4

Curriculum and teaching Expected standard

The childminder prioritises children's personal, social and emotional development. Children feel secure and confident in her care. They develop independence, for example tidying away toys before choosing new activities. Communication and language are promoted through everyday conversations and frequent story times, while early mathematical concepts and basic literacy, including letter recognition, are introduced effectively.

p.4

Curriculum and teaching Expected standard

Children learn about nature and the world around them and begin to notice similarities and differences between themselves and others. However, teaching about equality and diversity is not consistently embedded, so opportunities to extend children's understanding of other people, communities and their own uniqueness are not fully developed.

p.4

Leadership and governance Expected standard

The childminder has a generally accurate view of her provision and identifies areas for development. She engages thoughtfully with other early years professionals to support children's learning, development and smooth transitions into other settings or school. Effective links with the local authority and other agencies enhance the childminder's support for children with special educational needs and/or disabilities (SEND). Children's best interests are at the centre of her decisions, with a clear focus on inclusion and supporting all children effectively.

p.4

Leadership and governance Expected standard

There is a culture of continuous improvement. The childminder undertakes relevant training to enhance her practice, including a recent course on inclusion to develop her understanding of supporting children with SEND. The training is implemented effectively and has a positive impact on children's experiences, enabling her to provide more tailored support and create a fully inclusive environment.

p.4

Leadership and governance Expected standard

The childminder engages positively and meaningfully with parents, supporting children to thrive across all areas of development. Parent feedback is positive. However, the childminder could further develop relationships with parents to promote healthy eating habits. Providing additional opportunities to share practical guidance, particularly around nutrition, would help children consistently benefit from balanced and nutritious food choices, supporting their wellbeing and lifelong healthy habits.

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 are cared for and safe in the childminder's warm, welcoming home. The childminder creates a secure, home-from-home environment where children settle quickly and confidently. She implements clear routines and effective safety measures, helping children understand expectations and develop a strong sense of security. As a result, children feel safe and demonstrate trust in her care.

p.5

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

Children enjoy their learning and engage enthusiastically in a wide range of activities. They smile, laugh and eagerly participate in games and daily experiences. The childminder plans regular outings to local parks and wooded areas, where children run, jump and hop as they develop their physical skills. She extends children's understanding of the world by taking them to visit her horse in a nearby field and by involving them in caring for guinea pigs. Through these experiences, children learn about animals, habitats and what living things need to survive.

p.6

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

The childminder actively promotes communication and language. She reads stories with expression and introduces new vocabulary. Children confidently repeat words such as 'dog' and 'duck' and imitate animal sounds with enthusiasm. She engages all children, including those with special educational needs and/or disabilities (SEND), in meaningful interactions that build their understanding and communication skills. Children with SEND, or who are disadvantaged, receive timely and effective support. The childminder monitors and promotes attendance to best support individual children's needs.

p.6

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

Children forge positive social skills. They cooperate well and play happily alongside one another. The childminder models respectful behaviour and supports children to manage their feelings appropriately. Children make appropriate progress from their starting points. The childminder monitors their development and supports early mathematical skills, for example encouraging toddlers to count objects, with some confidently counting up to 4. Children develop the knowledge, skills and confidence they need for the next stage in their learning.

p.6

Next steps

The childminder should develop equality and diversity teaching further to consistently strengthen children's understanding of the world and other people and communities beyond their own, and help children to recognise both the similarities between themselves and others and their own uniqueness. The childminder should explore additional ways to share more detailed guidance with parents, particularly in relation to healthy eating, to ensure that children consistently benefit from nutritious and balanced food options.

p.6

About this inspection

The inspector spoke with the childminder, children and parents 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,Friday : 07:30 - 17:00

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.8

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