Childminder

Childminder

Unique reference number (URN): 2807293 Registered with Ofsted: 20/01/2025 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

Children clearly enjoy learning new things and experiencing success. As a result, children make steady progress from their initial starting points. Typically, each child's communication skills develop well through a love of storytelling and singing, alongside opportunities to practise the new words they hear. Children's gross motor skills are also developing well, supported by daily opportunities to play in the childminder's garden. They learn to skilfully and confidently use the large equipment, such as swaying to and fro on see-saws while singing parts of a familiar rhyme about a see-saw.

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Achievement Expected standard

Children's self-care skills are developing effectively. For example, children of all ages delicately and impressively move under a bar to climb the set of steps leading to the sink to wash their hands. Typically, older children narrate the sequence of handwashing, using words and phrases they have previously heard from the childminder.

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Achievement Expected standard

While children are becoming increasingly confident and apply what they have previously learned in new situations, their overall progress in expanding their knowledge of the world around them is occasionally more limited. For instance, although children use their imaginations as they pretend to be aeroplanes, opportunities to extend their knowledge further are not always fully explored by the childminder.

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Behaviour, attitudes and establishing routines Expected standard

The childminder models kind, gentle and respectful behaviour and encourages children to follow these qualities, such as when children want the same toy. Children benefit from plenty of reassurance and positive encouragement as they play and learn, particularly if they are initially unsure when they meet new people. Typically, they are reminded to say 'please' and 'thank you' when asking for or receiving what they want. Older children frequently remember to use good manners independently. The childminder offers specific praise in an enthusiastic manner, which boosts children's self-esteem and commitment to try their best in everything they do.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides guidance during daily routines, helping children feel safe and secure. Children begin to understand important rules in place, such as checking for any obstacles in the way before riding a wheeled toy down a ramp in the garden. The childminder recognises the importance of working with parents to ensure that children attend regularly to support their ongoing learning.

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Behaviour, attitudes and establishing routines Expected standard

Children show increasing levels of motivation, interest and engagement in their self-initiated play. Younger children learn these positive qualities from the childminder and older children, who demonstrate compassion and sensitivity as they handle dolls with care and attention. Older children sensitively wrap their dolls in blankets, tap them gently, rock them and remind the younger ones to play quietly as the dolls are 'sleeping'.

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Children's welfare and wellbeing Expected standard

The childminder creates a stimulating environment where children happily lead their own play and explore their ideas. For example, children enjoy playing with a toy farm, with toy farm animals, natural materials and mini tractors with trailers. Hands-on experiences such as these help to extend children's imaginative skills and help children develop confidence in making their own decisions while learning new skills.

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Children's welfare and wellbeing Expected standard

Children begin to understand the foundations of leading a healthy lifestyle. The childminder provides nutritious, balanced meals and encourages children to try new tastes and foods. This helps to broaden their experiences and support their understanding of healthy food choices. At mealtimes, children happily talk about their favourite foods and give a huge cheer when the childminder tells them they will be eating rice pudding for dessert. Children also have many opportunities to practise and refine their own hygiene habits, such as independently wiping their faces and hands after eating.

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Children's welfare and wellbeing Expected standard

Children's wellbeing is given high priority. The childminder provides a warm, homely environment where children feel safe to play and investigate. She adapts her approach as she responds to children's requests, such as regularly taking them into the garden to explore in the fresh air. The childminder respects children's privacy and their need to rest during their personal care routines and sleep times. However, children's cultural backgrounds and home languages are not yet fully explored to help them feel even more valued and represented within the setting.

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Curriculum and teaching Expected standard

The passionate childminder is developing an increasing knowledge and understanding of child development, particularly in supporting children's speech, self-care skills and physical development. She takes on board children's interests and knows where they are in their developmental journey. The childminder recognises that every child learns and progresses at their own pace. As a result, she uses this information to design and plan the curriculum to build on every child's existing knowledge and to help them acquire new skills. For example, she offers guidance to those children who are a little hesitant at climbing up steps of the slide. On occasion, however, the childminder does not make the most of teachable moments to extend children's learning even further. Consequently, at times, she does not fully support children to deepen their understanding of the world around them.

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Curriculum and teaching Expected standard

Learning opportunities are thoughtfully sequenced. For instance, the childminder makes effective use of sensory and coordination activities as stepping stones for later literacy and mark-making skills. The childminder's strengths lie in promoting children's communication and language development. This teaching is adapted to suit the needs and abilities of each child in her care, such as using more adjectives to describe objects for older children. The childminder ensures that there are daily opportunities for children to enjoy stories and songs together. The childminder skilfully introduces new vocabulary in context, such as saying 'rub, rub, rub' as children spread soap over their hands while washing them. Mathematical language and early concepts are also woven naturally into activities, using words such as 'empty' and 'full' during sensory play or mealtimes. The childminder plans activities linked to cultural celebrations with a creative focus, such as

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Curriculum and teaching Expected standard

Chinese New Year. However, at times, the childminder does not consistently identify or carefully consider children's cultural backgrounds so that they can make comparisons between their own backgrounds and those of others, to help develop their awareness of cultural diversity.

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Inclusion Expected standard

The childminder places a high priority on getting to know each child from their first day in her care. Through regular observations and developmental assessments, she identifies children's individual needs, which enables the childminder to recognise potential gaps in their progress at an early stage. The childminder also maintains active professional links with a network of other childminders. This helps to strengthen her knowledge of how to access and provide specialist support in a timely way. Training to build on the childminder's knowledge and skills further, specifically when implementing any targeted strategies, monitoring the impact and reviewing her approach, is yet to be completed and fully understood.

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Inclusion Expected standard

The childminder demonstrates a positive approach to minimising any potential barriers in children's learning. She has an appropriate understanding of how she would adapt the curriculum. For example, for those children who take longer to develop the confidence to engage fully with others, the childminder provides reassurance and gentle guidance. In addition, she helps to promote children's social skills and feel comfortable around people from different walks of life by taking them to a variety of toddler groups.

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Inclusion Expected standard

Central to the childminder's inclusive practice are the trusting and respectful relationships she establishes with parents. There is a two-way flow of communication. Through these open partnerships, the childminder typically offers targeted advice and support to families to benefit their children. For example, she shares some strategies with parents to help reduce dummy use, in order to strengthen children's developing speech and clearer pronunciation of words.

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Leadership and governance Expected standard

The dedicated childminder demonstrates an impressive drive and commitment to continually improving the education and care children receive. She reflects on what is working well and generally identifies areas for further development. The childminder keeps her existing knowledge up to date by researching online and discussing early years topics with a network of local childminders. She expresses a keen willingness to expand her understanding of how young children learn best, in order to extend their knowledge and skills. The childminder is yet to pursue professional development opportunities to strengthen how she supports all areas of the curriculum, particularly children's understanding of the wider world, including the diversity of communities within her setting, locally and beyond.

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Leadership and governance Expected standard

Partnerships with parents are collaborative and effective. The two-way communication between the childminder and parents is a strength, for example when they work together to implement strategies that support children's self-care skills. This means that everyone remains informed about children's development and that their learning continues to progress, such as in developing the confidence to meet new people. The childminder's decision to have a purpose-built room in the garden for children to play, explore and develop allows her to focus on children's care and education and support her wellbeing by following an effective work and life balance.

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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 nurturing childminder successfully creates a warm, home-from-home environment where children feel safe, happy and eager to learn. As soon as they arrive, children settle

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Inspector:

Sonia Panchal with ease and show a genuine sense of belonging. The childminder understands children well and responds attentively to their needs. For example, after coming in from the garden, children tell the childminder they are hungry. She gently reminds them of the routine, and they confidently wash their hands in preparation for snack time. The childminder carefully monitors children's attendance and punctuality, supporting families to establish routines and habits that prepare children well for future learning.

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Inspector:

Children embrace new challenges with growing self-assurance, demonstrating high levels of engagement and concentration. In the garden, even the youngest children practice, persevere and refine their physical skills as they climb the steps and go down the slide. Older children celebrate how competently the younger ones sit down at the top of the slide and enthusiastically exchange 'high fives'. All children develop increasing levels of confidence, knowing their achievements are recognised and celebrated by the childminder and their friends.

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Inspector:

Communication and language development is central to the childminder's practice. Children benefit from her thoughtful modelling of key vocabulary that reflects each child's stage of language acquisition. For instance, while making bubbles with a wand, the childminder explains her actions using phrases such as 'down low' and 'up high'. Children quickly begin to apply these phrases as they continue to pop the bubbles. They practise giving instructions for the childminder to continue the activity. This helps to promote children's understanding of positional language and early mathematical concepts related to space.

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Next steps

The childminder should strengthen her knowledge and teaching skills, in order to deepen children's knowledge and understanding of the natural world and why things happen. The childminder should plan meaningful opportunities for children to learn about their own and others' cultures, languages and traditions to raise their awareness of the diverse world they live in.

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About this inspection

The inspector spoke with the childminder, the children and the 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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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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