Childminder

Childminder

Unique reference number (URN): 2754746 Registered with Ofsted: 21/11/2023 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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Achievement Strong standard

Children benefit from high-quality interactions in the childminder's nurturing environment. They access various resources to suit their individual interests to become curious learners.

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Achievement Strong standard

Children make secure progress across all areas of learning, including those who may face barriers to their learning, and benefit from adjustments to activities. They become confident communicators and enjoy singing or sharing their ideas with their peers during play. Younger children express their needs and use language well as they establish their communication skills and build confidence to speak out loud.

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Achievement Strong standard

Children are very well prepared for their next stage of learning, including school. They demonstrate they have superb listening and attention skills, are confident and have high levels of independence.

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Children's welfare and wellbeing Strong standard

The childminder has a secure and well-established understanding of how to support children's welfare and wellbeing. She knows each child and their family extremely well and responds sensitively to their individual needs, recognising when parents may require additional support.

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Children's welfare and wellbeing Strong standard

Children spend plenty of time outdoors and are physically active, including regular walks in the local community. Children settle exceptionally well, supported by the detailed information the childminder gathers from parents and carers and the consistent routines she follows. These familiar routines help children feel reassured and support smooth transitions.

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Children's welfare and wellbeing Strong standard

Independence is actively promoted for all children. They are encouraged to manage tasks, such as wiping their own nose and washing their hands, with support provided when necessary. Children confidently take responsibility for simple routines, such as finding and putting on their coats and shoes for outdoor play, developing important self-care and life skills. The childminder offers timely comfort, praise and reassurance, helping children feel secure. Children also understand when and why to wash their hands, further developing their independence and self-care.

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Inclusion Strong standard

The childminder is skilled at identifying when children may need extra support. They use observations, assessments and careful planning to support learning. She regularly reviews children's progress to help reduce barriers to learning.

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Inclusion Strong standard

This support is implemented appropriately without delay, rather than waiting for specialist services. Her confident and knowledgeable approach ensures that activities are thoughtfully adapted, so every child can participate fully. This means that children, with barriers to their learning, thrive. Gaps in development are quickly closed.

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Expected standard

The childminder fully understands her role to engage parents and support them to make timely referrals to health visitors or other professionals, where necessary. Parents say that the childminder takes time to fully understand their individual circumstances. They say that this leads to their children getting very effective support, resulting in them being confident and extremely happy in the childminder's care and making excellent progress.

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Leadership and governance Strong standard

The childminder demonstrates a strong commitment to ongoing professional development, alongside the adults she works with. She accesses a wide range of training opportunities, which support meaningful reflections on her practice and help to continually strengthen her knowledge and skills. This proactive approach ensures that all children benefit from high- quality education and care.

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Leadership and governance Strong standard

The childminder has a clear understanding of their roles and responsibilities, including those relating to safer recruitment, ensuring that all required checks and procedures are followed to keep children safe.

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Leadership and governance Strong standard

Weekly reflection sessions provide valuable time for the childminder to review her practice, wellbeing and identify where additional support may be needed. This creates a positive and supportive working environment, enabling the childminder to feel confident and valued. Partnerships with parents and carers are highly valued. The childminder keeps parents well informed through regular observations, assessments, daily diaries and photos. Parents speak very positively about their experiences, highlighting the childminder's strong communication and dedication to sharing information about their child's progress. This open approach helps parents feel included and fosters trusting, respectful relationships.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows children well and focuses on building secure relationships with children who show affection for the childminder. She has the highest expectations for all children and is an extremely positive role model. For instance, she sensitively supports younger and less confident children to approach and engage with their peers, gently encouraging interaction and modelling play to help them build confidence and develop positive social relationships.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of good attendance and punctuality and has begun to take steps to promote these. However, these are not embedded enough to have a noticeable impact on improving parents' engagement with attendance and punctuality.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is consistent when promoting positive behaviour and supports children to understand why certain boundaries are in place. For example, she explains to children about how the impact of certain behaviours can have on others or themselves to support their understanding. Children learn to collaborate and get along with others. They learn to share and take turns and are very respectful to the childminder and each other.

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Curriculum and teaching Expected standard

Children benefit from a curriculum that provides a wide range of experiences to support their development. The childminder uses assessments and observations to identify children's next steps in learning. She builds on children's interests and plans exciting activities to capture their curiosity. However, on occasion, the childminder does not always recognise or address inaccuracies in teaching. Consequently, misconceptions are not always corrected to ensure that children are consistently supported with clear, accurate information to strengthen their learning.

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Curriculum and teaching Expected standard

The childminder uses every opportunity to support children's early mathematical development. Children count in their play and use mathematical language with growing confidence. For example, the childminder supports children with their counting skills and recognising numbers through games.

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Curriculum and teaching Expected standard

Children are supported to safely explore ride-on toys that children sit on and propel using their feet, supporting the development of their physical skills, coordination and balance.

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Curriculum and teaching Expected standard

Children's personal and emotional development is supported effectively. The childminder is attentive to their needs and models positive behaviour. She encourages children to share, take turns and work together. Through gentle guidance, children learn how to be kind and respectful. These skills help to prepare them for future learning and enable them to develop friendships. The childminder works closely with the children's parents to support their developmental stages, such as potty training. This promotes continuity to children's learning and development.

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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 warmly welcomed and overall arrive to the setting happy, ready to engage in their day. On the odd occasion, when children arrive unsettled, the childminder provides cuddles and reassurance to help children settle. Consequently, children explore the environment with curiosity and enthusiasm, developing confidence and high self-esteem. The calm and homely atmosphere, combined with clear routines, helps children feel safe, secure and valued.

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

Children achieve well across a broad and carefully planned curriculum. They develop key knowledge, skills and confidence through engaging activities, such as counting games, singing and messy play. The childminder takes children on regular trips and outings, for example walking along the local river, which broadens their experiences and strengthens their understanding of the world they live in.

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

The childminder gives older children small responsibilities and encourages them to support younger children. Children show care and consideration for their peers. For example, older children make sure everyone has a cup at snack time and hand out plates, so children can choose from a fruit platter.

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

Children clearly belong in this setting. Their opinions are valued, and they demonstrate kindness, cooperation and respect towards peers and adults. They thoroughly enjoy their learning experiences and show high levels of engagement and motivation. For example, during group activities, such as singing, children eagerly anticipate what will happen next. They giggle together as they pretend to be sleeping bunnies before jumping up with excitement, demonstrating shared enjoyment and a sense of belonging.

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

Children thrive due to effective systems, processes and oversight. The childminder tailors her practice to meet individual needs and understands the importance of attendance on

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About this setting

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

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Facts and figures used on inspection

children's emotional development and learning. Children benefit from consistent routines and guidance, allowing them to flourish in their learning and wellbeing.

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Next steps

The childminder should strengthen teaching so that that any incorrect information shared by others is addressed promptly, further promoting a consistent approach. The childminder should further embed practices to support parents in improving attendance and punctuality, in order to secure measurable improvement and meet a strong standard.

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About this inspection

The inspector spoke with the childminder 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. 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. 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 .

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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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