Childminder

Childminder

Unique reference number (URN): 2750490 Registered with Ofsted: 19/10/2023 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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Achievement Strong standard

Children are making excellent progress from their starting points. They cooperate extremely well with others and use language, visual prompts or support as needed from the childminder to express their feelings and needs. Children regulate their emotions effectively. They demonstrate strong resilience, a high level of perseverance and pride in their achievements.

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Achievement Strong standard

Children develop broad vocabularies that reflect the breadth of their experiences. For example, they demonstrate what they know and can remember about recent trips out and learning about different animals. Young children also develop a secure love of reading, which further promotes their increasing language skills. Children become thoroughly absorbed in stories and enjoy looking at text and pictures with the childminder.

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Achievement Strong standard

Children are well prepared for their next stage in learning. They demonstrate developing independence, emotional readiness, social skills and confidence to explore new concepts. This ensures that children transition successfully on to school or their next learning environment.

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Behaviour, attitudes and establishing routines Strong standard

Children receive consistent praise to support their achievements, helping them develop their self-esteem and confidence rapidly. Children learn to be kind and independent during routines, such as snack time and tidying up. They are very well prepared to move on to the next stages of their learning and development.

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Behaviour, attitudes and establishing routines Strong standard

Children behave exceptionally well. Warm and nurturing relationships support their positive behaviour, helping them feel secure and valued. Throughout their interactions, the childminder encourages positive behaviours and teaches children to share, take turns and play cooperatively. The childminder uses positive strategies to help children develop an age- appropriate understanding of their feelings and how to manage them.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and the children are warm, trusting and highly responsive. Children collaborate naturally, taking turns, sharing resources and showing empathy. They actively care for one another. For example, children often invite friends to join their play by gently holding their hands and leading them to activities so they feel included and confident enough to take part. During outdoor exploration, children negotiate stacking logs, encourage their friends during play and resolve minor disagreements confidently, with sensitive adult guidance when needed.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with families to ensure that children attend regularly and arrive on time. This helps children experience the maximum benefit from what the setting offers.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of everything the childminder does. She offers warm, caring support in a place where children feel safe, secure and valued. Strong attachments enable children to feel emotionally secure and confident as they explore and learn.

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Children's welfare and wellbeing Strong standard

The childminder recognises and responds promptly to children's cues, balancing encouragement for independence with reassurance when needed. Daily routines, such as mealtimes, nappy changing and transitions, are well organised, predictable and closely aligned with children's home routines. This helps with continuity of care, supporting physical development, personal safety and overall health.

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Children's welfare and wellbeing Strong standard

The childminder encourages children to lead healthy lifestyles very effectively. She takes them on regular outings, giving them ample opportunities to be physically active, play outdoors and explore nature. The childminder promotes healthy eating and helps children understand the importance of oral health. Through these meaningful experiences, children develop highly positive attitudes towards their health and establish long-lasting healthy habits.

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Children's welfare and wellbeing Strong standard

Children are supported in recognising and expressing their emotions through the consistent modelling of respectful communication, which helps them develop the skills needed to regulate their feelings and behaviours.

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Curriculum and teaching Strong standard

The childminder has an engaging, highly motivating and ambitious curriculum that is precisely tailored to meet children's individual needs effectively. She plans a wide range of stimulating and inspiring activities that spark children's curiosity and encourage exploration. The childminder regularly assesses children's development to build on what they already know and can do. She uses this information to tailor her teaching to support children's individual interests and needs. The childminder identifies individualised next steps and quickly determines whether targeted support is needed. She evaluates the impact of her activities and identifies ways to further extend and embed children's learning.

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Curriculum and teaching Strong standard

The childminder observes children very closely and is responsive to what they say. She creates frequent opportunities for conversations about children's experiences. As a result, the childminder is able to expand ideas and promptly clarify any misconceptions if they arise. For example, she skilfully guides young children to use their developing language related to shapes and colours correctly during play.

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Curriculum and teaching Strong standard

Support for language and early mathematical development is naturally included in play and daily experiences. The childminder extends conversations during stories, play and shared tasks, helping children build vocabulary and confidence in speaking. She encourages children to count, compare and problem-solve throughout the day. For example, children count objects when enjoying the garden walk, talking about insects they discover and signs of spring. This helps them notice, think and talk about numbers, objects and real-life experiences.

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Leadership and governance Strong standard

The childminder provides a safe, inclusive and high-quality learning environment. She applies policies and procedures consistently, reviews them regularly and ensures that care and learning are effective and well organised. The childminder reflects on her practice and her ongoing professional development to support continuous improvement.

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Leadership and governance Strong standard

The childminder is passionate about the education and experiences she provides. She reflects well on her curriculum and considers areas for improvement. She also engages in training to increase her understanding of different areas of child development and teaching. This means that the childminder regularly keeps her knowledge up to date, which enhances the quality of teaching and education for all children.

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Leadership and governance Strong standard

The childminder works closely with parents and carers. She communicates regularly and shares information that supports continuity of care and learning. She also works with other early years settings and external professionals when needed. This helps ensure that children receive coordinated support. Parents report significant progress in their children's learning and independence. Examples include children's increased confidence with self-care routines, following instructions and developing early problem-solving skills.

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Leadership and governance Strong standard

The childminder works in an extremely collaborative and professional manner with any other settings children attend. This provides children with high levels of consistency and underpins their excellent progress.

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Inclusion Expected standard

The childminder monitors children's progress and adapts support when necessary. She works closely with parents and seeks advice from other professionals if needed. As a result, children develop confidence, independence and positive relationships, and they feel included and supported.

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Inclusion Expected standard

There are currently no children with special educational needs and/or disabilities on roll. However, the childminder has undertaken training and understands the graduated approach. She knows how to monitor emerging needs and seek advice, guidance and specialist support from the local authority and other professionals if required.

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Inclusion Expected standard

The childminder introduces children to different festivals and celebrations. Children look at each other's family photos and learn about the people who are important to them. There are fewer opportunities for children to learn about others outside the setting and understand different cultures, customs and communities.

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Inclusion Expected standard

The childminder is reflective of her knowledge and skills. She attends training that strengthens her knowledge and 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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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 experience a calm, nurturing and welcoming environment, where they feel safe, valued and secure. Warm and responsive relationships help children form secure attachments with the childminder. This enables children to settle quickly and develop confidence in their surroundings. As a result, children are relaxed, happy, and ready to explore and learn.

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

Children fully immerse themselves in the range of carefully planned learning experiences the childminder provides. The childminder carefully considers what children already know

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About this setting

Unique reference number (URN): 2750490 and the experiences they have before deciding what to teach next. Her ambitiously constructed curriculum ensures that children enjoy learning in every possible way. Children engage with the childminder with positivity, enjoying the rich conversations and learning that take place.

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About this setting

Children learn to make choices about their learning, and the childminder follows their unique interests. The childminder facilitates children's play, providing music when children want to dance and encouraging them to join in with singing. Children learn to follow instructions and develop their listening and attention skills, which helps them become well prepared for the next stage of their education. Children confidently attend to their needs independently and know that the childminder is there to help them if they need it.

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About this setting

The childminder and the children spend lots of time outdoors, where they explore nature and develop their curiosity about the world around them. They have daily opportunities to play outdoors and regularly visit local parks and attractions. In the garden, children develop their balance and coordination as they hunt for bugs. The childminder provides many opportunities for children to strengthen their small-muscle skills. For example, children make a tower together with wooden blocks, helping develop their hand–eye coordination.

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Next steps

The childminder should provide further support to help children develop a secure understanding of individual characteristics and how they make people unique and how celebrating these differences can help them thrive together.

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About this inspection

The inspector spoke with the childminder and children during the inspection and took account of the written views of parents and carers.

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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. Type: Childminder

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About this inspection

Operating hours: Monday,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

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 .

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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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