Childminder

Childminder

Unique reference number (URN): EY467093 Registered with Ofsted: 28/08/2013 Registers: EYR, CCR

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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

All children are making secure progress across the areas of learning and are achieving well from their individual starting points. They demonstrate confidence, curiosity and resilience as they engage positively in activities and sustain concentration. Children show enthusiasm for learning and eagerly participate in the experiences provided. Children are developing effective independence skills. They confidently manage routines such as using the bathroom, washing hands and attending to their own self-care needs. This supports their growing confidence and readiness for future learning.

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Achievement Expected standard

Children's physical development is a particular strength. They move with increasing coordination, balance and control and benefit from varied outdoor learning opportunities that develop gross and fine motor skills. Children demonstrate a love of books. They independently choose favourite stories, invite the childminder to read with them and turn pages carefully. They recall familiar events and predict what might happen next. Communication and language development is well embedded. Children listen attentively, join conversations and use an increasing range of vocabulary, for example naming parts of the body such as ears and eyes while modelling with dough. Overall, children are well prepared for the next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created a child-focused, inclusive environment in which children can flourish. She helps children to understand expected behaviours, such as taking turns and being kind to their friends. However, on occasion, expectations during some daily routines are not clear or consistent. For example, children do not always know what is expected of them during routines such as tidy-up time.

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Behaviour, attitudes and establishing routines Expected standard

The childminder's relationships with children are warm and well established. Children readily seek comfort and closeness, such as sitting with her to share stories on the sofa. The childminder is nurturing and caring, and children demonstrate confidence and emotional security in her care. She is a positive role model who offers regular praise and recognition when children succeed. This supports children's confidence and sense of achievement.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides effective support and encouragement during more challenging tasks. For example, during matching games, she uses gentle prompts and clues to help children focus and persevere. When children are unsure or make mistakes, she responds sensitively, helping to maintain motivation and confidence. Achievements are celebrated through verbal praise and clapping.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of regular attendance with parents and discusses absences appropriately. She reinforces the value of good routines, helping children to develop positive habits and secure daily patterns.

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Children's welfare and wellbeing Expected standard

The childminder has warm, positive relationships with children, who demonstrate confidence, security and a sense of belonging. Their wellbeing is consistently supported by the childminder. Children are polite and well behaved, regularly using manners such as saying 'please' and 'thank you'. They demonstrate an understanding of sharing toys and waiting for their turn. There are, however, occasions where expectations are not consistently followed through by the childminder, for example when children are asked to tidy away resources. Ensuring clear and consistent boundaries would help children better understand what is expected of them. That said, the childminder actively acknowledges positive behaviour. For example, when children play cooperatively, they receive regular praise. This helps children to recognise appropriate behaviour, manage their emotions and develop a secure sense of emotional wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder has a secure understanding of how to access external support if needed, including when identifying emerging special educational needs and/or disabilities. She recognises the importance of early intervention and would seek appropriate support promptly to help close gaps in children's learning and development.

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Children's welfare and wellbeing Expected standard

The childminder gathers detailed information from parents during the settling-in process and reviews this regularly. She uses this information to adapt care, routines and learning experiences when circumstances in children's home lives change, helping to ensure continuity and consistency. She explains how she creates an inclusive environment where differences are celebrated through festivals, books, resources and visits to places of interest. This helps children to develop awareness of diversity and respect for others.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy lifestyles with parents through discussions about nutritious snacks and lunch boxes. She introduces a variety of fruits to widen children's experiences of different foods. She talks to them about the importance of keeping teeth healthy through brushing twice a day. The childminder also promotes children's physical health through an abundance of outdoor learning opportunities.

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Curriculum and teaching Expected standard

The childminder has a well-developed understanding of how children learn. She provides a well-sequenced and inclusive curriculum that is ambitious for all children. Learning is carefully planned so children progressively develop skills in communication and language, mathematics, creativity and physical development. There is a clear focus on school readiness, enabling children to build confidence, independence and the key skills needed for their next stage of learning.

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Curriculum and teaching Expected standard

The childminder's relevant childcare qualification underpins her teaching. Mathematics is a particular strength, with children confidently adding and subtracting pebbles during counting games. They demonstrate developing number recognition, counting and early problem- solving skills through play. Outdoor learning is an integral part of the curriculum and is enhanced through walks to local places of interest, broadening children's experiences and understanding of the world. The childminder regularly assesses children's progress to identify what they already know and can do. She uses this information effectively to plan next steps and ensure learning is securely embedded before introducing new concepts.

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Curriculum and teaching Expected standard

The childminder provides a rich language environment. During activities focused on animals, children demonstrate secure knowledge of animal names and sounds. For example, when identifying a cat, they correctly say 'meow'. The childminder consistently models clear pronunciation and accurate vocabulary, helping children develop effective communication and language skills.

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Inclusion Expected standard

The childminder identifies children's individual needs effectively by gathering detailed information from parents during the settling-in process. She uses this information to plan experiences, adapt routines and tailor interactions to meet children's starting points, interests and developmental needs. She demonstrates a clear commitment to inclusion by ensuring that all children's needs are identified, assessed and met swiftly. The childminder is acutely aware of potential barriers to learning and implements effective strategies to reduce these so that all children can access learning opportunities.

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Inclusion Expected standard

The childminder closely monitors children's progress and uses this information to identify any emerging gaps in their development and achievements. She works closely with parents and would involve other specialist agencies promptly if delays were identified. She recognises that timely intervention is key to ensuring children make the best possible progress. She is fully committed to supporting children with special educational needs and/or disabilities and would complete relevant training to develop the knowledge and expertise needed to meet children's individual needs effectively.

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Inclusion Expected standard

The childminder provides a positive and inclusive environment. Although no children currently attending are in receipt of additional funding or are known to children's social care, she demonstrates a secure understanding of how additional funding could be used effectively to help children overcome barriers and reach their full potential.

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Leadership and governance Expected standard

The childminder actively seeks parents' views and values their feedback, using these to inform practice. She regularly reviews children's learning and development with the parents to identify any gaps in learning and share next targets to be achieved for each child. Where concerns are identified, these are promptly addressed, with clear areas of focus to support children's learning and development.

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Leadership and governance Expected standard

Partnerships with parents are well established. The childminder shares information about a child's experiences and routines through regular day-to-day discussions. The childminder reassures parents that she is always open to discussing any worries or changes in home circumstances. Parents are encouraged to share relevant information so that appropriate support can be provided to meet children's individual needs. This collaborative approach helps to ensure consistent care and support for children. The childminder's professional development is prioritised, and she has kept all her mandatory training up to date, including paediatric first aid and safeguarding. The childminder demonstrates a reflective approach to ongoing learning. Training decisions are guided by the individual needs of children attending, ensuring continuous improvement and strong leadership of practice.

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

Children are settled and comfortable with the kind and nurturing childminder. They are excited to attend the well-resourced and inviting setting. Children settle quickly and form positive relationships with the childminder. The childminder supports their transition into her care through information gathered from parents and carers before children start. This helps to ensure that children's individual needs are well understood and supports their emotional security.

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

On arrival, children confidently settle into the childminder's welcoming and safe home, becoming fully submersed in their chosen play activities. They are keen to explore and learn. Children access a wide range of activities, such as books, crafts and imaginary play. These are thoughtfully organised by the childminder and accessible, enabling children to make choices and develop their independence from an early age.

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

Children benefit from clear routines and expectations, which help them feel secure and supports positive behaviour. Children enjoy a wide range of rich and varied learning

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About this setting

Registration date: 28/08/2013 experiences, both indoors and outdoors. They have lots of opportunities for outdoor learning, such as sand and water opportunities, practising kicking a ball and riding scooters. This helps to support children's physical development, curiosity and understanding of the world. Activities are carefully planned and adapted to meet children's individual stages of development, ensuring that all children make secure and sustained progress.

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About this setting

Children are confident communicators and demonstrate secure relationships with the childminder. They particularly enjoy calm, nurturing moments, such as sharing a favourite story together on the sofa. These experiences support children's language development, enjoyment of books and emotional security. Children remain engaged and show determination when faced with challenges, such as completing more difficult tasks. For example, the childminder reassures them and encourages perseverance as they work to fit the pieces of a jigsaw together. She provides helpful clues to sustain motivation and promote problem-solving skills. Children's achievements are recognised through praise and celebration. This supports the development of resilience, self-confidence and a positive attitude towards learning.

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Next steps

The childminder should provide children with clear and consistent expectations during daily routines to help them understand what is expected of them.

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About this inspection

The inspector spoke with the childminder and 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. Register(s): EYR, CCR

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About this inspection

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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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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