Childminder

Childminder

Unique reference number (URN): 147290 Registered with Ofsted: 05/10/1998 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

Achievement Strong standard

Children make excellent progress from their starting points. They gain the knowledge and skills they need for their next stage of learning because activities reflect their interests and developmental stages. They communicate confidently with the childminder and with each other, using familiar words and short phrases to describe what they see and do during play. They build their vocabulary and use language with increasing confidence and accuracy.

p.2

Achievement Strong standard

Children show enthusiasm and curiosity as they explore their environment. During outdoor learning, they help plant carrots in the garden. Children dig holes, place the plants into the soil and talk about what is happening as they learn how plants grow and what they need to survive. They develop a secure understanding of the natural world and can talk about what plants need to grow.

p.2

Achievement Strong standard

Children also demonstrate focused concentration during creative activities. For instance, when decorating cards with stickers and crayons, they carefully peel and place stickers, strengthening fine motor control and perseverance. They sustain their attention and show increasing control in their small movements. Babies make clear progress as they explore toys confidently, babble to communicate and begin pulling themselves up to stand as they practise early mobility skills. They develop early communication and physical skills securely. As a result, children grow in confidence, curiosity and independence and are well prepared for the next stage in their learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder establishes consistent and well-embedded routines that help children feel secure and understand what is expected. Daily routines, such as snack time, outdoor play and rest periods, provide a clear structure to the day. Daily routines provide ample opportunities for children to practise independence. Children manage simple tasks, such as feeding themselves, washing their hands and tidying resources. Children respond positively to these routines and move confidently between activities. The childminder models respectful behaviour and uses gentle guidance to help children understand how their actions affect others. For instance, when 2 children want the same toy, she encourages them to talk about the situation and supports them to take turns. Through these supportive and positive interactions, children develop an increasingly secure understanding of fairness and cooperation.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children show enthusiasm and interest in their play and remain engaged in activities for sustained periods. They explore resources with curiosity and show interest in the environment around them. The childminder encourages children to make choices and supports them when challenges arise. Warm relationships contribute to a calm and nurturing atmosphere. Children feel comfortable approaching the childminder for reassurance and support. This helps them feel emotionally secure and confident to express their feelings. As a result, children behave considerately towards others, show increasing independence and confidence during routines and enjoy taking part in the experiences available to them.

p.2

Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the centre of her practice. She provides a warm, nurturing and supportive environment where children feel safe and valued. Close relationships between the childminder and children help foster emotional security and confidence. These secure attachments are consistently well established and evident in children's confidence to seek reassurance and engage in their play. Healthy lifestyles are promoted through well-established daily routines. The childminder provides balanced meals and snacks and encourages children to try a variety of foods. For example, children enjoy preparing fruit kebabs together and talking about the different fruits they are using. These experiences encourage children to develop awareness of healthy eating. Children confidently make healthy choices and talk about foods that are good for them.

p.3

Children's welfare and wellbeing Strong standard

Children benefit from plenty of opportunities for outdoor play and physical activity. Visits to local parks and community groups allow them to run, climb and explore different environments. These experiences support children's physical development and confidence. Children move with increasing coordination and confidence as they explore a range of environments. The childminder encourages good hygiene routines, including handwashing and toothbrushing. She explains why these habits are important and supports children to practise them independently. Consequently, children develop healthy routines, feel emotionally secure and gain confidence in managing their own needs. They independently manage aspects of their personal care and demonstrate a secure and consistent understanding of routines that support their wellbeing.

p.3

Curriculum and teaching Strong standard

The childminder provides a rich and engaging curriculum that reflects children's interests while supporting their development across the early years foundation stage areas of learning. She understands how young children learn and plans experiences that build on what children already know and can do. Her priorities include developing children's communication, independence and curiosity so that they are prepared for their next stage of learning. As a result, children build securely and consistently on their existing knowledge and skills over time.

p.3

Curriculum and teaching Strong standard

Interactions are engaging and purposeful, building on children's interests and developmental stages. The childminder observes children carefully and consistently adapts activities to extend their thinking. For instance, when children play in the mud kitchen, she introduces early mathematical ideas by encouraging them to count, measure and compare ingredients. These experiences help children begin to use mathematical language and develop early problem-solving skills. Children increasingly use number language in their play and show increasing confidence and independence in exploring and testing their ideas.

p.3

Curriculum and teaching Strong standard

Early literacy is supported through regular storytelling and access to books throughout the day. The childminder encourages children to talk about pictures and events, helping them build vocabulary and confidence in speaking. Communication and language develop through engaging and interactive experiences. For example, during a story session, children eagerly identify farm animals, repeat their names and begin counting them using toys and flashcards. These experiences help children connect words, objects and numbers while strengthening vocabulary and early mathematical understanding. Children listen attentively and join in with familiar words and phrases. Opportunities for mark making allow children to explore early writing. They begin to represent their ideas through marks and give meaning to what they create. This helps children develop the secure foundations needed for later learning.

p.3

Inclusion Strong standard

The childminder creates a welcoming and nurturing environment where every child is well known and supported to take part in daily experiences. She carefully observes children's development and identifies emerging needs early so that support can be adapted quickly. This thoughtful and responsive approach helps reduce barriers to children's learning and wellbeing. For example, several children speak more than one language at home. The childminder works closely with parents to learn key words from children's home languages and uses these during routines and play. These positive interactions help children feel understood and confident to communicate.

p.4

Inclusion Strong standard

The childminder demonstrates strong knowledge and experience in meeting a range of needs. She monitors children's progress carefully and discusses any concerns with parents so that appropriate support can be put in place promptly. Her previous experience caring for children with complex medical and developmental needs has strengthened her understanding of how to adapt routines and environments so that children can participate fully. Partnership working is consistent and supportive. The childminder communicates regularly with parents and seeks advice from other professionals when needed. This ensures that support is joined up and responsive to children's needs. As a result, children gain confidence, feel included and engage positively in play and learning alongside others.

p.4

Leadership and governance Strong standard

The childminder demonstrates thoughtful and reflective leadership and is committed to providing high-quality care and education. She reflects on her practice and uses professional development to keep her knowledge up to date. Since the previous inspection, she has completed a wide range of additional training. This has strengthened her understanding of children's development and wellbeing. She applies this knowledge consistently and effectively in her practice to improve children's experiences and support their development.

p.4

Leadership and governance Strong standard

The childminder regularly reviews her provision and adapts activities in response to children's interests and needs. For instance, she has increased opportunities for children to explore early mathematics through everyday play experiences. These improvements support children to practise counting and problem-solving in meaningful contexts. As a result, children develop their mathematical understanding securely and with increasing confidence through familiar and meaningful experiences.

p.4

Leadership and governance Strong standard

Professional collaboration contributes to ongoing improvement. The childminder meets with other local childminders to discuss practice and share ideas. These discussions demonstrate a reflective and proactive approach to professional development. This ongoing collaboration consistently strengthens her practice and enhances the experiences she provides for children. Partnership with parents is supportive and well established. The childminder communicates regularly with families about children's experiences and development. Parents appreciate the advice and guidance they receive. Parents feel well informed and are supported to contribute to their children's learning. Through reflective practice and strong partnerships, the childminder ensures that the setting continues to meet children's needs. Her decisions are consistently and sharply focused on improving outcomes for children. This helps to provide a secure and positive environment for learning and care.

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 warm and nurturing place where children feel safe, cared for and confident to explore. Positive relationships help children settle quickly and develop a sense of belonging. The childminder knows each child well and consistently responds thoughtfully to their interests and experiences.

p.6

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

Children enjoy a rich range of engaging experiences that encourage curiosity and interaction. For example, children gather together for stories, where the childminder introduces props such as toy animals. Babies crawl closer to listen, while older children eagerly name animals and join in with counting and animal sounds. These shared experiences help children build early language, listening skills and an enjoyment of books. This supports children to develop their communication skills securely from their starting points.

p.6

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

Children's interests and home experiences are reflected in their play. For instance, during role-play activities with dolls and soft toys, children pretend to care for babies by pushing a toy buggy and dressing the dolls. This activity links to their own family experiences, as some children are expecting new siblings. Through this imaginative play, children practise caring behaviours and begin to understand family routines. They play alongside one another with increasing confidence.

p.6

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

Children also gain independence through everyday routines, such as choosing resources, tidying away toys and managing simple self-care tasks. The childminder supports them patiently and encourages their efforts. As a result, children develop confidence in managing their own needs. The childminder promotes regular attendance and works closely with families to maintain consistent routines so that children benefit from the experiences available each day. As a result, children are happy, confident and enthusiastic learners who explore the world with curiosity and develop the social and communication skills needed for their next stage of learning. They are well prepared for their next stage of learning and their eventual move to school.

p.6

Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They 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.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

6

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.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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. 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.9

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.9

Urgent improvement

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

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9