Childminder

Childminder

Unique reference number (URN): EY360770 Registered with Ofsted: 14/08/2007 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 Strong standard

Children make excellent progress from their starting points. They develop the knowledge and skills needed for their next stage of learning. Children are very confident speakers who express their needs clearly. For example, children use full sentences and polite language when making requests, demonstrating secure progress in this area. They show positive attitudes towards learning. Children are motivated, work cooperatively and demonstrate a deep sense of achievement, benefiting from consistent praise. This helps build their confidence and independence.

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Achievement Strong standard

Disadvantaged children and those who face barriers to learning, including those supported through early years pupil premium funding, make secure progress. They develop their social skills, such as through opportunities for peer interaction, which have a significant impact on their development. Children are extremely well prepared for their next stages, including school, as they develop key social, communication and independence skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a calm and nurturing environment. She consistently applies her expectations for children's behaviour. Children behave very well, demonstrating kindness, respect and consideration for others. They are courteous in their interactions, use positive manners, and collaborate effectively during play and routines, such as tidying up together.

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Behaviour, attitudes and establishing routines Strong standard

Warm and trusting relationships are at the heart of the setting. Children feel safe and secure, seeking reassurance and support when needed. The childminder responds very sensitively, which helps build children's confidence and positive attitudes to learning. She joins children in their play and models appropriate behaviour, reinforcing her expectations through consistent and meaningful praise.

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Behaviour, attitudes and establishing routines Strong standard

Children receive support to develop excellent social skills. They learn to take turns, share resources and communicate their needs effectively. The childminder adapts her approach to meet children's individual needs, including those who require additional support.

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Behaviour, attitudes and establishing routines Strong standard

Children's attendance is positive, with clear systems in place to monitor this. The childminder promotes punctuality and works with families to establish consistent routines. She recognises their importance in supporting children's wellbeing and readiness for school.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's welfare and wellbeing very effectively. The environment is safe, calm and welcoming, which enables children to feel secure and settled. Extremely responsive relationships are evident, with children confidently seeking comfort and reassurance. This supports their emotional wellbeing and helps them develop a secure sense of belonging. Care practices are well embedded and meet children's individual needs. Hygiene routines are effective and promote children's independence. The childminder organises resources to enable children to make choices and take responsibility for tidying them away. The childminder provides healthy home-cooked meals. She carefully considers children's allergies and dietary requirements. The childminder promotes healthy lifestyles through discussions and daily routines.

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Children's welfare and wellbeing Strong standard

Children's physical development is well supported through regular outdoor play, alongside activities that develop their fine motor skills. The childminder encourages independence and self-care, helping children build confidence. Children receive support to understand personal safety, including age-appropriate discussions about online risks, such as when using platforms. Clear boundaries and consistent routines help children feel safe and understand her expectations.

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Curriculum and teaching Strong standard

The childminder has a thorough understanding of her curriculum. She uses ongoing assessment very well to identify what children know and can do. The curriculum is well sequenced and builds on children's existing knowledge. The childminder adapts her teaching carefully to meet the needs of all children, including those who have gaps in their development. She reflects on her practice and uses training and local authority guidance to continually strengthen the quality of teaching.

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Curriculum and teaching Strong standard

There is a deep focus on communication and language across all areas of learning. The childminder uses purposeful interactions to extend children's vocabulary, including modelling mathematical language. For example, she introduces new words, such as 'hyacinth', following daily walks. The childminder models language during small-world play as children explore animals, their habitats and diets. She supports younger children effectively through repetition, modelling and encouraging them to participate.

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Curriculum and teaching Strong standard

The curriculum prioritises children's physical, personal, social and emotional development. The childminder plans daily outdoor experiences to promote children's physical skills, encouraging them to walk, balance and climb. She creates a calm and predictable environment. The childminder adapts routines to support children who need additional help with social interaction.

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Curriculum and teaching Strong standard

Teaching is responsive and child led. The childminder skilfully extends children's play, encourages problem-solving and supports them in communicating their needs. She promotes equality and diversity meaningfully through discussions and children's play.

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Inclusion Strong standard

The childminder demonstrates a deep commitment to inclusion. She identifies children's needs quickly and accurately. The childminder works closely with parents and carers to discuss any concerns, such as speech and language development or potential colour blindness. She takes prompt and appropriate action to secure support. The childminder actively seeks and implements advice from professionals, the local authority and her childminding network, ensuring that strategies are consistently applied in practice. The childminder ensures that training is regularly updated, particularly in relation to supporting children with special educational needs and/or disabilities. This strengthens the childminder's ability to use an agreed approach to assess children's needs, provide and review appropriate support, and adapt provision effectively. She works closely with families and external agencies. This ensures that support is well coordinated and has a positive

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Inclusion Strong standard

impact on children's development and wellbeing.

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Inclusion Strong standard

Early years pupil premium funding is used effectively to address barriers to children's learning. For example, the childminder uses targeted strategies to help children with limited peer interactions to develop social skills, including sharing and turn-taking. The childminder adapts her practice, such as organising group opportunities, to meet these needs. Inclusive practice is embedded in daily routines. The childminder encourages all children to participate and carefully manages transitions, including those to school, with excellent communication with parents.

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Leadership and governance Strong standard

The childminder clearly understands her strengths and areas for development and demonstrates a commitment to continuous improvement. She regularly undertakes professional development, including safeguarding training, often refreshing her knowledge ahead of required timescales. This ensures that her practice remains up to date and has a positive impact on the quality of education and care provided.

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Leadership and governance Strong standard

Training is used effectively to improve practice, including in supporting children with special educational needs and/or disabilities and those who face barriers to learning. The childminder makes informed decisions that are in the best interests of all children, particularly those in receipt of additional funding, ensuring that they receive targeted and effective support.

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Leadership and governance Strong standard

Partnership working is a key strength. The childminder works closely with parents and carers, external professionals and her local network, resulting in highly positive feedback from families. This collaborative approach helps ensure that children's needs are consistently met. Transitions are well managed. The childminder prepares children effectively for their next stage, including school, ensuring that they are confident and ready for future learning.

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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, calm and settled in this nurturing environment. They communicate confidently, using language to express their ideas and experiences. For example, children discuss their daily walks and the flowers they observe as the seasons change. They enjoy creative activities, proudly display their work and show a growing sense of pride in their achievements, which supports their confidence and self-esteem.

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

Children feel a deep sense of belonging. They form warm and secure relationships and approach familiar adults with confidence. They play well together, engaging in cooperative

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About this setting

Unique reference number (URN): EY360770 activities and showing kindness towards one another. For example, children check on their friends if they fall and invite others to join in their play. They use positive manners and take turns, demonstrating positive social skills and an understanding of expectations.

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About this setting

Children thrive through a child-led approach where their interests shape their learning. They become deeply engaged in activities. For example, they explore outdoor spaces, discuss what they see in nature and develop their ideas through play. Children chat freely with the childminder and each other, extending conversations and sharing their thoughts. They enjoy regular outdoor experiences, where they explore, investigate and develop their physical skills with confidence.

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About this setting

Children show curiosity and enthusiasm for learning. They make independent choices, sustain attention and engage in meaningful play experiences. All children, including those who need additional support, access activities that meet their needs and help them make progress. As a result, children develop the confidence, social skills and knowledge they need for the next stage of their learning.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder 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 : 07:30 - 18:00

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About this inspection

Local authority: Nottinghamshire County Council

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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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