Childminder

Childminder

Unique reference number (URN): EY358631 Registered with Ofsted: 10/07/2007 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

Children's welfare and wellbeing Strong standard

The childminder provides a nurturing environment that supports children's emotional security and well-being. Children develop trusting relationships with her and feel confident to explore their surroundings. This helps children feel settled and supported throughout the day. These secure attachments are consistently evident, enabling children to demonstrate high levels of confidence, emotional security and a strong sense of belonging within the setting.

p.2

Children's welfare and wellbeing Strong standard

The childminder promotes healthy lifestyles through nutritious meals and regular opportunities for physical activity. Children are offered a range of balanced foods, including fruit and vegetables. Conversations during mealtimes help children learn about making healthy choices. As a result, children develop a secure understanding of healthy habits and begin to make positive choices that support their long-term well-being.

p.2

Children's welfare and wellbeing Strong standard

The childminder makes very effective use of outdoor spaces and the local community to support children's well-being. Children frequently spend time outdoors in the garden and local parks where they can run, climb and explore. These experiences help children develop physical strength and resilience while enjoying fresh air and active play. This consistent access to outdoor learning supports children's stamina, coordination and overall physical development particularly well.

p.2

Children's welfare and wellbeing Strong standard

The childminder maintains positive communication with parents and carers. She shares information about children's experiences and routines so that families remain informed about their child's day. This very effective partnership working contributes to consistently meeting children's individual care needs and promotes continuity in their emotional well-being and development.

p.2

Inclusion Strong standard

The childminder creates an inclusive environment where all children are welcomed and supported to take part in the activities available. She gathers detailed information from parents when children start attending and continues to communicate regularly with families. This helps her understand children's routines, interests and experiences at home so that she can adapt her provision appropriately.

p.2

Inclusion Strong standard

The childminder works closely with parents to ensure children's needs are recognised and supported. She listens carefully to families' views and works with them to respond to children's developmental needs. This partnership approach helps to reduce barriers to children's learning and well-being. Although there are currently no children in receipt of additional funding, the childminder demonstrates an understanding of how this would be used to support disadvantaged children. For example, she would provide targeted resources, funding specific experiences or accessing additional professional support to address gaps in learning.

p.2

Inclusion Strong standard

The childminder also maintains positive links with other settings that children attend. She shares information with local nurseries and schools to help ensure continuity in children's learning and development. This includes being prepared to share relevant information about

p.2

Expected standard

any children who may face barriers to learning, helping to secure consistent support across settings.

p.3

Expected standard

The childminder adapts activities so children of different ages and stages can take part successfully. For example, at local playgroups, children join in music sessions, creative play and group activities alongside others in the community. These experiences help children feel included and build confidence when interacting with other children. As a result, children participate fully in the provision and benefit from supportive and responsive care.

p.3

Achievement Expected standard

Children make steady progress from their starting points and gain confidence in communicating their ideas and needs. They join in conversations with the childminder and with each other during daily routines and play. Through songs, stories and discussion, children develop listening skills and begin to use a wider range of vocabulary.

p.3

Achievement Expected standard

Children develop physical confidence and curiosity about their surroundings through regular outdoor experiences. For example, when visiting nearby parks and open spaces, they run, climb and explore natural features in the environment. These opportunities help children develop their strength, coordination and control of movement, while enjoying active play.

p.3

Achievement Expected standard

Children are also developing social skills as they interact with others during playgroups and community activities. They begin to understand how to cooperate with others and participate in group experiences. However, children do not always have sufficient time to practise and build on new knowledge and skills before activities change. When this happens, they cannot always deepen their play or apply what they have learned over a longer period. This means that, at times, children's learning is not consistently embedded or extended as effectively as it could be.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder provides a calm environment where children learn how to treat others with kindness and respect. She models positive behaviour and supports children to understand how their actions affect others. Children respond well to this guidance and generally play cooperatively together.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear daily routines that help children understand what happens during the day. Children become familiar with routines such as preparing for outings, returning from playgroups and gathering together for meals and activities. These predictable routines help children feel secure and support positive attitudes to learning. She also promotes the importance of regular attendance by maintaining consistent routines and working closely with parents to ensure children attend regularly and on time, supporting continuity in their learning and development. The childminder encourages children to share resources and take turns during activities. For example, when playing games or using shared toys, children practise waiting and allowing others to have a turn. The childminder reinforces these expectations through reminders and encouragement. However, children are not consistently supported to take on shared

p.3

Behaviour, attitudes and establishing routines Expected standard

responsibilities within the setting. For example, opportunities for children to help tidy away resources or contribute to simple daily tasks are not always maximised. As a result, children do not always develop their independence skills fully during daily routines.

p.4

Curriculum and teaching Expected standard

The childminder plans experiences that support children's learning across the areas of development. Her curriculum places emphasis on communication, physical activity, personal development and exploring the local environment. She uses her knowledge of children's development, alongside ongoing observations and information gathered from parents, to shape a curriculum that reflects children's individual needs, interests and stages of development. Children benefit from a balance of indoor play, outdoor exploration and community experiences.

p.4

Curriculum and teaching Expected standard

The childminder supports children's communication skills through everyday interactions. She regularly sings songs, reads stories and engages children in conversation throughout the day. For example, during story time, children join in with familiar rhymes and repeat key words from books. These experiences help children develop listening skills and increase their vocabulary. She also supports early mathematical development, for example by encouraging children to count objects in stories and during play, and by introducing simple concepts such as size, quantity and number through everyday activities.

p.4

Curriculum and teaching Expected standard

The childminder also provides opportunities for children to explore and learn through play. In the garden and outdoor spaces, children use ride-on toys, play with sand and take part in physical games that support coordination and movement. However, teaching is not always sufficiently refined to help children practise and fully secure new knowledge. At times, activities change before children have had sufficient time to explore their ideas and deepen their learning. When this happens, children do not always have enough opportunity to practise and build on what they have learned.

p.4

Leadership and governance Expected standard

The childminder demonstrates commitment to maintaining and developing her practice. She regularly completes professional training, including courses for safeguarding and early years development, to ensure her knowledge remains current.

p.4

Leadership and governance Expected standard

The childminder maintains open communication with parents and values their views. She recently gathered feedback from families through questionnaires. Parents reported that they value the care their children receive and the opportunities children have to play and explore. The childminder also works with other early years providers and local schools to support children's transitions and continuity in learning.

p.4

Leadership and governance Expected standard

The childminder reflects on her provision and makes improvements where needed. For example, she has introduced labels on resources and areas of the environment to help children recognise items and access materials independently. These changes support children in finding and selecting resources during play. However, some aspects of practice are not yet fully developed to maximise children's learning and independence. In particular, children would benefit from having more time to practise new skills during activities and from clearer expectations about contributing to everyday routines. These areas have been identified as priorities for further development.

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

The childminder provides a welcoming and nurturing environment where children feel safe, secure and valued. Warm relationships help children feel confident to explore the environment and share their ideas. The childminder understands children's interests and routines well and responds sensitively to their needs. This helps children settle quickly and develop a strong sense of belonging.

p.6

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

The childminder ensures children enjoy a range of experiences both indoors and outdoors. Children regularly explore the local community, including nearby parks, open fields and woodland areas. These experiences encourage children to be active and curious about the world around them. For example, when walking through the local area, children talk about what they see in the environment, such as plants, wildlife and changes in the seasons.

p.6

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

The childminder promotes positive routines and supports children to develop friendships and social skills. Children learn to share resources, take turns and play cooperatively. Staff help children during daily routines such as outings, group activities and shared mealtimes to understand what happens next during the day, encouraging their cooperation.

p.6

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

The childminder also supports good attendance and regular routines. Children attend consistently and are keen to take part in the experiences available. As a result, children enjoy their time at the setting, develop confidence and gain the skills they need for their next stage of learning.

p.6

Next steps

The childminder should refine teaching to ensure activities are not changed too quickly so children can sustain and deepen their play and learning. The childminder should support children to develop their independence skills further, particularly to take responsibility during routine tasks.

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: Wednesday,Thursday,Friday : 07:30 - 17:30

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