Childminder

Childminder

Unique reference number (URN): 2759946 Registered with Ofsted: 23/11/2023 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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Behaviour, attitudes and establishing routines Strong standard

Children form warm, trusting and positive relationships with the childminder, who sets clear, age-appropriate and consistent expectations for behaviour. Children respond exceptionally well, behaving very positively and demonstrating a secure understanding of boundaries.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model. She gently supports children in being respectful, sharing resources and taking turns. Younger children are effectively guided to practise sharing with their peers, while older children confidently model these behaviours and actively support younger children during group play. For example, during a 'blossoming flowers' activity, children wait patiently for their turn. Older children engage in meaningful discussions, sharing ideas and working together to solve problems. Younger children collaborate to build their own house, sharing the pretend drill and saw and remaining focused and deeply engaged. At the end of the activity, they happily play together inside the pretend house, smiling and giggling with delight. These high-quality interactions strengthen children's social skills and support the development of meaningful peer relationships.

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Behaviour, attitudes and establishing routines Strong standard

The childminder also has effective systems in place to record and monitor children's attendance. She works closely with the school and nursery to support children's understanding of punctuality and to reinforce the importance of clear and effective communication.

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Children's welfare and wellbeing Strong standard

The childminder provides a warm, calm, and stimulating environment in which children feel safe, happy and valued. Clear, well-established routines help children feel confident and secure. For example, children automatically wash their hands before mealtimes, demonstrating a secure understanding of the setting's hygiene practices. They then independently make healthy choices from a selection of fruits and snacks, while engaging in purposeful conversations with their peers and the childminder, such as discussions about different types of cheese.

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Children's welfare and wellbeing Strong standard

Children confidently make independent choices about what they would like to explore next, both indoors and outdoors. For instance, when choosing to use the climbing apparatus, children approach the childminder for support in setting it up, showing a clear understanding of safety expectations. They then use the equipment sensibly and cooperatively, working together to transform it into a pretend house and extending their play through imagination and collaboration.

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Children's welfare and wellbeing Strong standard

Children develop warm, trusting and positive relationships with the childminder, who gently supports them in recognising, managing and expressing their feelings. She provides calm spaces and reassurance, when needed, responding sensitively to children's emotional needs. For example, when younger children find it challenging to self-regulate, the childminder calmly reinforces the rules of the setting while acknowledging their emotions. As a result, children develop strong emotional understanding, self-regulation skills and growing resilience.

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Inclusion Expected standard

The childminder has consistently high expectations for all children. She promptly identifies children's emerging needs and makes thoughtful, targeted adaptations to her practice and environment to meet individual requirements. Although there are currently no children with identified barriers to learning, generally the childminder demonstrates a secure understanding of how to support children with special educational needs and/or disabilities (SEND) or other additional needs. She is confident in recognising early indicators and in implementing inclusive approaches that ensure all children can access learning and thrive. As her practice continues to develop, the childminder is seeking ways to strengthen the impact on children's outcomes by consistently applying her professional learning with precision across targeted aspects of her provision.

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Inclusion Expected standard

The childminder works effectively in partnership with parents and other professionals, including teachers from the local school. She actively builds her knowledge and understanding of effective strategies for planning, doing and reviewing support for children with SEND. By following and reinforcing the school's established approaches, she ensures consistency for children across settings. Through these robust collaborative relationships, the childminder contributes meaningfully to the development of individual support plans, ensuring that all children receive appropriate guidance and benefit from enriching, well- coordinated experiences.

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Leadership and governance Expected standard

The childminder is reflective and demonstrates a clear understanding of her setting's context, including its strengths and areas for further development. She is ambitious for all children and takes purposeful action to secure high-quality care and education. Although the childminder does not currently receive any additional funding, she shows a clear understanding of how such funding could be used effectively to support children's learning and development.

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Leadership and governance Expected standard

The childminder places a high priority on her own professional development and regularly engages in training, such as developing her understanding of autism in girls. While this training has enhanced her knowledge and awareness, it has not yet had a consistently strong impact on outcomes, particularly for children who may face barriers to learning.

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Leadership and governance Expected standard

The childminder has established effective and well-maintained partnerships with parents and other professionals. Parents express confidence that their children are safe, well cared for and engaged in enriching learning experiences. Links with external professionals are purposeful and supportive, ensuring continuity of care. As a result, children, including those with special educational needs and/or disabilities or who may face barriers to learning, benefit from consistent support across the setting.

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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 very happy and settled within this setting. They enjoy walking from school alongside the caring childminder, confidently following established safety rules. On arrival, children independently place their belongings in designated areas and quickly become engaged in activities of their own choosing. The childminder provides a welcoming, well- organised and stimulating environment, where children feel comfortable and motivated to learn. She demonstrates consistent warmth and kindness and responds promptly to remove any barriers to children's learning and enjoyment.

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Inspector:

Anca Sandu The childminder carefully considers children's individual interests and developmental needs, when planning engaging and purposeful activities often linked to a clear learning theme. For example, she provides stimulating games that encourage older children to practise and consolidate skills learned at school, such as times tables. This supports continuity between home, school and the setting effectively, helping children to embed their learning in a meaningful way.

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Inspector:

Children display high levels of energy, happiness and enthusiasm. The nurturing childminder actively encourages children to make independent choices about the activities they wish to explore and values their views and ideas. Children behave well and demonstrate high levels of respect and consideration towards both adults and their peers. The childminder is readily available to provide comfort and reassurance, particularly for younger children, supporting them with patience and sensitivity as they learn to manage any frustrations.

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Inspector:

Children feel safe, secure and valued in this nurturing environment. They form warm and positive relationships with the childminder and with one another. For instance, during group games and activities, children collaborate effectively, sharing resources, following rules and working together to solve problems. They laugh and interact positively, sustaining their engagement and enjoyment. As a result, children develop a strong sense of belonging and emotional resilience. In addition, the childminder has effective systems in place to monitor children's attendance, ensuring they consistently benefit from meaningful and enriching experiences.

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Next steps

The childminder should continue to strengthen her skills and knowledge to make a demonstrable difference to the learning opportunities of all children, including those with barriers to learning.

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About this inspection

The inspector spoke with the childminder, parents and children.

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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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About this setting

Operating hours: Monday,Tuesday,Wednesday : 08:00 - 09:00,Monday,Tuesday,Wednesday : 15:00 - 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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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

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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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