Childminder

Childminder

Unique reference number (URN): EY152517 Registered with Ofsted: 27/06/2002 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

Typically, children make clear progress across the curriculum, including those who face barriers to their learning. Babies practise their physical skills as they crawl and reach for toys, developing their core strength and mobility. They explore their environment with growing confidence. Older children develop coordination through purposeful opportunities, such as scooping and pouring rice with spoons and practising scissor skills. Children confidently contribute to group conversations, drawing on their experiences to make meaningful links. However, at times, the pace and delivery of adult interactions reduce opportunities for children to fully process information and consistently deepen their learning.

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Achievement Expected standard

Children with special educational needs and/or disabilities demonstrate growing confidence when taking part in activities. They practise turn-taking and respond to peers, showing confidence in shared play. These experiences deepen children's knowledge and skills, helping them thrive as they move forward in their learning journey.

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Behaviour, attitudes and establishing routines Expected standard

Typically, the childminder is consistent in her expectations and models cooperative play throughout the day. Her positive relationships with children foster a calm and predictable environment, enabling them to understand what is expected of them. Children are beginning to learn how to share and take turns, and they are developing positive social skills. The childminder recognises when children require additional support to manage their behaviour. She provides support and guidance that reflect their individual needs and stages of development. This helps children follow expectations successfully.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors attendance carefully and works closely with families to support children's regular participation in the setting. This helps maintain continuity in their routine so that they can fully benefit from their time with the childminder. As a result, children develop positive attitudes and engage well in activities.

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Children's welfare and wellbeing Expected standard

The childminder uses a responsive approach to meet children's individual needs and wellbeing. She provides gentle reassurance and interactions to form secure attachments. Feeding and sleeping routines are adapted sensitively, so each child's comfort is prioritised. Babies show that they feel settled and safe, as they confidently explore the environment. Older children are given choices throughout the day, such as selecting the activities they would like to explore. Generally, the childminder allows children time to express how they feel, gently guiding them to recognise their emotions. This helps children to feel heard, supporting their wellbeing and sense of belonging.

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Children's welfare and wellbeing Expected standard

Children develop independence through practical tasks. For example, they help to prepare their own meals. Children confidently spread toppings on their pizzas and use utensils with increasing control. The childminder teaches children how to stay safe around the oven by explaining heat risks and modelling safe distances. She talks to children about foods that keep their bodies strong, such as cheese for healthy bones. This supports children to build lifelong healthy habits and early awareness of personal safety. The childminder encourages children to tidy up and care for their environment, promoting responsibility and positive attitudes.

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Curriculum and teaching Expected standard

Generally, the childminder clearly understands her curriculum and how it supports children's learning across all areas. She plans experiences that build on what children already know, supporting foundations for future learning. The childminder places high importance on building trusting relationships with children and their families when they first start. This supports children's personal, social and emotional development. The childminder adapts teaching closely to the needs of children who face barriers to their learning. She draws on her knowledge of each child, alongside observations and assessments, to plan purposeful next steps. This helps all children, including those with special educational needs and/or disabilities, to make the progress they are capable of.

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Curriculum and teaching Expected standard

Mathematical development is woven through daily routines. Children explore counting and colours during play. The childminder introduces mathematical language, helping children recognise numbers, compare quantities and build problem-solving skills. Generally, children experience a language-rich environment, where new vocabulary is introduced naturally through stories and play. The childminder asks purposeful questions to check children's understanding and extend their thinking. However, at times, she uses too much language in quick succession. This reduces children's opportunity to process information and form their responses.

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Inclusion Expected standard

Typically, the childminder provides an inclusive setting for all children. She takes account of their individual needs, backgrounds and interests. Through close partnerships with parents, she gathers meaningful information that informs accurate assessments and purposeful next steps in learning. Generally, the childminder adapts interactions to help reduce barriers to learning. For example, she uses simple sign language and visual cues to support early communication, helping children to participate. The childminder engages with other professionals to seek support and advice when needed. However, she acknowledges that further guidance from external agencies will strengthen her practice, alongside the appropriate quality of support already in place for children with special educational needs and/or disabilities.

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Inclusion Expected standard

The childminder shows a secure awareness of children known or previously known to children's social care. She works confidentially with professionals to coordinate support. Although no children currently receive additional funding, the childminder understands how it should be used to enhance learning experiences, such as purchasing resources or training. This helps all children make steady progress. Parents comment on the inclusive environment, describing the childminder as 'supportive' and 'responsive' to the children's individual needs.

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Leadership and governance Expected standard

The childminder has worked hard to raise the quality of the provision since the last inspection. She has engaged with the local authority to strengthen the curriculum, and her reflective approach has led to improvements in practice and the quality of children's daily experiences. However, she is still developing aspects of her practice, particularly in refining interactions to maximise children's learning opportunities. The childminder has built strong, trusting relationships with her assistants and places a clear focus on their wellbeing. Effective supervision sessions help identify training needs, enabling assistants to feel well supported and confident in their roles. This contributes to a consistent and well-organised provision.

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Leadership and governance Expected standard

Typically, the childminder demonstrates a secure understanding of children's individual needs and adapts her practice accordingly. She maintains regular communication with parents and other professionals, showing persistence in seeking joined-up support. This sensitive support enables all children, including those who face barriers to their learning, to make progress and thrive.

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Leadership and governance Expected standard

The childminder notified Ofsted of a significant incident, which was discussed during the inspection. Following the incident, the childminder has taken action to review risk assessments and safety procedures for outings. She has since implemented stronger safety measures to prevent recurrence. This improvement promotes children's safety and welfare.

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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

The childminder creates a warm, inclusive environment where children feel at ease. Her joyful manner and natural kindness help children feel safe, settled and ready to start the day. Children clearly enjoy their time with the childminder, demonstrated through their smiles and eagerness to involve her in their play. They approach the childminder confidently to share their thoughts and ideas. Typically, the childminder clearly understands each child's starting points. She uses her knowledge to shape learning experiences to ensure that most activities are meaningful. Generally, the childminder identifies barriers to learning and adapts her practice so all children can fully participate. There are effective relationships with parents to promote children's regular attendance. Consequently, all children, including those with special educational needs and/or disabilities, make steady progress.

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

The childminder recognises children's interests in sensory play and sets up activities to extend their learning. She hides small objects in rice to spark curiosity and motivation. Children proudly announce when they discover pieces of 'treasure', demonstrating confidence to share their achievements with others. They play alongside one another in a friendly manner, demonstrating growing social skills and positive interactions. Children benefit from a wide range of outings with the childminder, including visits to the beach and local places of interest. She plans these experiences carefully to broaden children's understanding of the world. This helps children make meaningful connections and enriches their learning.

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Next steps

The childminder should continue with professional development to further improve outcomes for children.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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Age range of children at the time of inspection

The childminder should consistently allow children time to process and respond to questions to further develop their language and listening skills.

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About this inspection

The inspector spoke with the childminder, assistants, children and parents 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.

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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

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 .

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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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