Childminder

Childminder

Unique reference number (URN): EY450578 Registered with Ofsted: 22/08/2012 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

Children generally make secure progress from their starting points. The childminder uses observations and discussions with parents to understand what children know and can do. She uses this knowledge to support children's next steps in their development.

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Achievement Expected standard

Children develop communication skills through conversations during play and everyday experiences. The childminder encourages children to talk about what they are doing, recall previous experiences and share their ideas. This helps children develop their vocabulary and confidence in speaking.

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Achievement Expected standard

Children who may face barriers to learning, including those with special educational needs and/or disabilities, are supported to make progress from their starting points. Children gain the knowledge and skills needed for the next stage of learning. They practise important physical skills, for example strengthening the small muscles in their hands through activities, such as threading, and using tools during craft activities. Independence develops through daily routines, such as preparing snack and managing their own belongings. However, learning is not always extended as precisely as it could be. As a result, children do not always build as securely on what they already know and can do.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes predictable routines that help children understand what will happen during the day. Children show positive attitudes to learning and remain engaged in activities and conversations. They confidently share their experiences. For example, during discussions about different countries, children talk about travelling on a plane and places they are going on holiday. She links this discussion to a map. This supports children's confidence when taking part in conversations and interacting with others.

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Behaviour, attitudes and establishing routines Expected standard

Children build warm and positive relationships with the childminder. She responds calmly when children need guidance and supports them to remain involved in activities. For example, during a craft activity, children begin placing decorative jewels close to their eyes. The childminder reminds them to move the items away and reinforces safe behaviour. However, at times when behaviours change, the childminder does not always expand on explanations during interactions. This can lead to mixed messages about behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of regular attendance in supporting children's wellbeing and routines. She keeps accurate registers and contacts parents if a child is absent to check they are safe and well. This helps maintain consistency in children's routines and experiences.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's welfare and wellbeing through everyday experiences that help them feel safe, confident and cared for. Children develop a strong sense of belonging and talk confidently with visitors, knowing the childminder is close by for reassurance if needed. She provides calm guidance during activities, helping children recognise and manage their feelings.

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Children's welfare and wellbeing Expected standard

The childminder helps children understand how to keep themselves safe in everyday situations. For example, when talking about walking to collect children from preschool, they describe using pelican and zebra crossings while holding hands and listening for cars. These discussions help children understand how to stay safe when out in the community.

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Children's welfare and wellbeing Expected standard

Healthy habits are promoted through everyday conversations and routines. During play and snack time, the childminder talks with children about keeping their teeth clean and why foods are cut into smaller pieces to keep them safe when eating. In addition, children recognise when they are thirsty and independently access drinking water. Children develop an understanding of how to keep their bodies healthy and safe.

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Children's welfare and wellbeing Expected standard

Children develop an awareness of others through shared experiences and conversations about families, traditions and the wider world. This helps them understand similarities and differences and supports them to feel included and respected. However, opportunities to further extend children's understanding of managing their feelings are not always fully developed.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that builds on what children know and can do through play and everyday experiences. She has a clear understanding of the curriculum and how it supports children's learning over time. She uses her knowledge of children's interests and stage of development to shape children's experiences. For example, children develop their hand-eye coordination as they thread cereal hoops onto spaghetti. The childminder encourages them to recognise number sequences and think about quantity as they count. Physical skills are strengthened as children press frogs onto targets during a jumping frog game and take part in ball games outdoors. She encourages children to recognise and talk about their feelings, for example, when matching pictures to different facial expressions. This supports children's development across all areas of learning.

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Curriculum and teaching Expected standard

Stories support children's language and understanding. For example, the childminder uses stories such as 'The Very Hungry Caterpillar' when talking about foods children might try. She supports children to compare different vegetables, noticing similarities and differences. The childminder shares these approaches with parents, so they can support continuity of learning at home.

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Curriculum and teaching Expected standard

The childminder uses observations and discussions with parents to understand what children know and can do and adapts activities accordingly. However, at times, activities are chosen based on children's immediate interests, such as play dough, rather than consistently building on what children already know and can do. As a result, opportunities to deepen learning are not always maximised. This links to professional development not always being sharply focused on children's individual needs, which limits how effectively practice is strengthened.

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Inclusion Expected standard

The childminder provides an inclusive environment where children's individual needs are recognised and supported. She gathers information from parents when children start attending. This includes details about routines, medical needs and dietary requirements. This helps ensure that children feel comfortable and able to take part in daily experiences.

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Inclusion Expected standard

The childminder observes children closely and speaks regularly with parents about how they are developing. She adapts activities and routines where children need additional support. For example, she explains that she would simplify language, model tasks and break learning into smaller steps if a child finds something difficult. She understands the importance of reviewing how well support is working so that adjustments continue to meet children's needs. These adjustments help reduce barriers to learning and support children to remain engaged in play.

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Inclusion Expected standard

There are currently no children with special educational needs and/or disabilities on roll. However, the childminder understands how to respond if concerns about development arise. She explains she would discuss concerns with parents and seek advice from relevant professionals, such as the local authority early years team or speech and language services. The childminder also has a secure understanding of how early years pupil premium funding could be used to reduce barriers to learning and support children who may need additional help. This approach helps ensure that children's needs are identified and supported where required.

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Leadership and governance Expected standard

The childminder provides reflective leadership and keeps children's needs at the centre of her decisions. She understands her responsibilities and maintains clear oversight of the provision. She reviews her practice and makes improvements where needed. For example, she has adapted the environment and introduced resources that help children learn about different people and families. This helps children develop respect for others and an awareness of the wider world. The childminder understands how additional funding could be used to support children who may face barriers to learning, helping ensure that they can take part fully in experiences.

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Leadership and governance Expected standard

Parents speak positively about the communication they receive. They explain that the childminder regularly shares information about children's routines and development, so they understand how their child is progressing. For example, parents describe how they worked together with the childminder to support children's independence with dressing, including practising with different shoes. This helps provide continuity between home and the setting and supports children's development.

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Leadership and governance Expected standard

The childminder completes mandatory training and engages with other childminders to share ideas and reflect on practice. However, professional development is not always focused precisely on priorities for improvement. This limits how effectively training is used to strengthen practice further.

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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 receive warm and attentive care in this calm home environment. They form positive relationships with the childminder, who knows them well and responds sensitively to their needs. Children arrive happily and settle quickly into familiar routines, such as hanging up their coats and removing their shoes. A simple self-registration routine encourages them to recognise how they feel and talk about emotions. Children feel safe and secure in the setting and confidently explore their surroundings. Children increasingly manage routines for themselves. For example, they wash their hands before snack and help to prepare fruit.

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About this setting

These experiences support children to develop independence and take pride in what they can do.

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About this setting

Learning takes place through play and everyday experiences that reflect children's interests. The childminder joins children's play and encourages them to talk about what they are doing, remember previous experiences and share their ideas. For example, when using play dough, children recall previous learning about shapes and explore tools that strengthen the small muscles needed for early writing. These interactions support children's communication and thinking skills and help them express their ideas clearly. Children make progress from their starting points as they build on what they already know and can do.

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About this setting

Children benefit from an environment where their ideas and interests are valued. The childminder listens carefully to what children say and uses this to shape conversations and experiences. This helps children feel that their contributions matter and encourages them to take an active role in their play and learning.

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About this setting

Regular opportunities to meet with other childminders and children help children build friendships and practise social skills beyond the home environment. Through these shared experiences, children enjoy their time at the setting and develop the knowledge and skills needed for their next stage of learning, including the confidence to move on to school.

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Next steps

The childminder should strengthen explanations during interactions, so children consistently understand expectations for behaviour. The childminder should focus professional development more precisely on the individual needs of children attending the setting to strengthen practice further.

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About this inspection

The inspector spoke with the childminder and the 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. Unique reference number (URN): EY450578

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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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