Childminder

Childminder

Unique reference number (URN): 2736921 Registered with Ofsted: 03/10/2023 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 Expected standard

Children make typical progress through the curriculum, particularly in their communication and language development. Younger children babble, use single words, and begin to copy familiar sounds. Older children speak in full sentences, clearly expressing their ideas and needs. Children learn to speak slowly and clearly so they can be understood. Additionally, they develop key skills such as following simple instructions to prepare them for their next stage of learning.

p.2

Achievement Expected standard

Children who face barriers to learning achieve well from their starting points and all children have access to the same learning opportunities. For example, children with emerging physical skills move freely and develop independence. Younger children crawl, pull themselves to standing, and begin to take side steps while holding onto supportive equipment. As their confidence grows, they let go and stand unaided, showing readiness for their first independent steps.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a positive and nurturing environment where expectations for behaviour are clear, consistent, and understood by all children. She models kindness and cooperation, and children respond well. For example, when observing the live caterpillars, children pass the cup gently around the group, ensuring everyone has a turn. Children are polite and use their manners throughout the day.

p.2

Behaviour, attitudes and establishing routines Expected standard

Strong, trusting relationships underpin the childminder's approach. Children feel secure and confident in expressing themselves, knowing their needs will be understood. The childminder supports children to collaborate and get along with others, helping them learn to share and consider the feelings of their friends. Children who face barriers to learning benefit from predictable routines that help them understand what will happen now and next. This supports their emotional security and helps them manage expectations confidently.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder helps children remember the house rules, such as using 'walking feet indoors'. When outdoors, she carefully considers children's age and stage of development. She gently guides younger children to use their words, for example, encouraging them to ask a friend to move aside so they can run down the hill. This helps children learn how to communicate their needs appropriately and maintain positive interactions.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder closely monitors children's attendance and works with families to promote it. She explains how consistency supports children's wellbeing, learning, and future routines.

p.2

Children's welfare and wellbeing Expected standard

The childminder's care practices are effective in meeting children's individual needs. She knows each child extremely well and adapts her approach so that all children, including those who face barriers to learning or wellbeing, receive the support they need to thrive. For instance, children benefit from secure, responsive relationships and form close attachments with the childminder. They seek her out for comfort demonstrating that they feel safe and emotionally secure in her care.

p.2

Children's welfare and wellbeing Expected standard

The childminder promotes children's physical development, personal safety, and health well. She takes children out daily into the local environment, where they develop their physical skills and learn about nature, such as identifying daffodils and bluebells. The childminder purposefully teaches children how to keep themselves safe. For example, she explains that berries on certain plants can make them poorly.

p.3

Children's welfare and wellbeing Expected standard

Healthy routines are embedded throughout the day. Children enjoy nutritious snacks, and the childminder supports them in exploring different foods, encouraging them to feed themselves independently. The childminder is sensitive to children's emotional cues. When children begin to rub their eyes after lunch, she helps them recognise that they are feeling tired and explains how resting will help them feel better. This supports children to understand and manage their emotions. She implements calm, consistent sleep routines. Children instinctively lie down on their sleep mats, knowing what to expect. The childminder provides individual comforters or gently rubs children's backs, helping them feel secure and relaxed.

p.3

Curriculum and teaching Expected standard

The childminder has a thorough understanding of the quality of her curriculum and regularly reflects on how well it supports children's learning. She has recently refined her curriculum to include core topics that build children's knowledge over time. For example, when she teaches children about the life cycle of a butterfly, she reads a related story with enthusiasm, pausing to encourage children to join in with familiar phrases. Children remain highly engaged and recall key parts of the story, demonstrating their growing confidence and understanding. The childminder introduces new vocabulary, such as 'cocoon', and supports children in using it in context. She also effectively promotes mathematical development, encouraging children to count how many pieces of fruit the caterpillar eats in the story.

p.3

Curriculum and teaching Expected standard

Assessment is used purposefully to tailor teaching to children's different starting points. For younger children, the childminder provides props during story time to help them follow the sequence and develop their understanding. She talks with children about how the caterpillar might feel after eating too much food, supporting their emotional development by helping them to recognise and name feelings. Additionally, children observe live caterpillars and learn to hold the cup securely with two hands, developing careful handling skills and an awareness of how to keep living things safe. The childminder adapts her teaching, making reasonable adjustments where required, such as offering visual prompts and providing additional modelling, such as actions, to ensure all children can access the learning successfully.

p.3

Inclusion Expected standard

The childminder is quick to identify when children may require additional support. She gathers information from parents about children's starting points and regularly observes their play to assess their needs. This enables her to build an accurate picture of each child's development and identify any emerging barriers to learning or wellbeing. She uses the graduated approach effectively, assessing needs, planning targeted strategies, implementing them consistently, and reviewing their impact with families. The childminder takes purposeful action, such as using funding to make reasonable adjustments that promote inclusion. For example, she provides children with specialist steps with handles so that all children can access the toilet independently. As a result, children now manage their personal needs confidently and without adult support.

p.3

Inclusion Expected standard

The childminder engages with some external professionals, such as health visitors and medical specialists. She seeks their advice to strengthen her practice and to ensure children receive coordinated support. For example, following professional guidance, she implements tummy time and indoor climbing equipment to help children develop core strength and physical confidence.

p.4

Inclusion Expected standard

The childminder provides an inclusive culture where all children feel valued. She recognises that some children take longer to settle and adapts her practice accordingly. For instance, she arranges for familiar key staff to work alongside her on days when certain children attend, helping them feel secure and ready to learn.

p.4

Leadership and governance Expected standard

The childminder understands her strengths, such as providing a home-from-home environment that helps children feel settled and safe. The childminder manages staff wellbeing and workload effectively. She works with 3 assistants and fosters a positive, collaborative team culture. Assistants speak highly of the support they receive and the open communication within the team. They regularly share ideas, attend training together, and divide responsibilities such as preparing sensory experiences to benefit children, such as shaving foam or baked-bean play. This shared approach helps maintain high morale and ensures the workload is manageable.

p.4

Leadership and governance Expected standard

Overall, partnerships with parents are effective. Parents comment on how well their children's social and communication skills have developed since starting at the childminder's. However, the childminder is yet to further develop more effective ways of communicating and sharing information with parents to provide a consistent two-way approach to children's development.

p.4

Leadership and governance Expected standard

The childminder has formed some links with other professionals, such as health visitors, to ensure children are meeting their developmental milestones when they turn 2 years old. However, she does not liaise with other early years settings that children also attend or the local school to support children's transition. The childminder recognises the improvements she needs to make, and overall, she demonstrates a clear commitment to continuous improvement and to making decisions that place children's wellbeing and learning at the centre.

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

Children thoroughly enjoy their time at the childminder's setting. When they return from a walk, they comment, 'Yes, I'm home', showing their sense of comfort and affection for the childminder and her home environment. Children are confident, independent learners who make steady progress from their starting points. The childminder supports them to develop age-appropriate skills, such as learning to put on their own coats and shoes. Older children manage this with ease, while younger children show determination and develop physical control.

p.5

About this setting

Unique reference number (URN): 2736921 The childminder promotes regular attendance and understands how important consistency is for children to benefit fully from the broad curriculum. She works closely with parents and encourages additional sessions when appropriate, helping to reduce barriers to learning and ensure children receive the continuity they need.

p.6

About this setting

Children form highly positive relationships with the childminder. She values their ideas and opinions, helping them feel listened to and respected. For example, she embraces their imaginative play when they collect 'dinosaur teeth' on a walk, encouraging language, creativity, and shared exploration. Children also support one another, such as when older children gather nature items for younger ones to use when making their crowns. These interactions help children build strong friendships and develop their social skills effectively.

p.6

About this setting

The childminder fosters a sense of belonging. She invites families to bring in photos of their homes, which she attaches to house-shaped wooden bricks. Children enjoy talking with their friends about where they live. They enjoy learning about their local community, deepening their understanding of the world around them.

p.6

Next steps

The childminder should work more closely in partnership with other professionals, particularly schools and other early years settings, to support the transition process for children. The childminder should find further ways to communicate with parents to provide an effective two-way approach to children's development.

p.6

About this inspection

The inspector spoke with the childminder, her assistants and children during the inspection.

p.6

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

p.6

About this inspection

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

Exceptional

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

p.7

Strong standard

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

p.7

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.7

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.

p.8

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.

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.8

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.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8