Childminder

Childminder

Unique reference number (URN): 2760464 Registered with Ofsted: 17/01/2024 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

Behaviour, attitudes and establishing routines Strong standard

Children demonstrate exceptionally positive attitudes to learning and behave extremely well. They understand the clear rules and expectations of the setting, which the childminder ensures are age- and stage-appropriate, and respond positively to them. Older children relish opportunities to take on additional responsibility, such as helping to set the table or supporting younger peers, which strengthens their confidence and sense of community.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder offers explicit, purposeful praise that highlights the behaviours she wants to see, such as teamwork during tidy-up time and the thoughtful way children share resources. This reinforces positive habits and helps children feel genuinely proud of themselves. As a result, children are remarkably polite, using good manners spontaneously and without prompting.

p.2

Behaviour, attitudes and establishing routines Strong standard

Well-established and consistently implemented routines help children feel secure and promote independence. Children eagerly wash their hands and prepare for snack time, showing they know what to expect. Consequently, children develop a strong sense of belonging, emotional security, and readiness for learning. The childminder maintains accurate attendance records and is proactive in supporting families where barriers arise, ensuring all children can access their early education entitlement.

p.2

Children's welfare and wellbeing Strong standard

Children's welfare and emotional security are at the heart of the childminder's practice. They form strong, trusting attachments and naturally seek her out for comfort, reassurance, and cuddles. This secure base enables them to explore confidently and engage deeply in their play.

p.2

Children's welfare and wellbeing Strong standard

Healthy routines are embedded throughout the day. Children have free access to water and are encouraged to recognise when they need a drink, supporting early self-care skills. The childminder promotes healthy lifestyles through nutritious snacks, such as breadsticks, peppers, and raspberries, and works closely with parents to ensure children bring balanced packed lunches. She shares leaflets and guidance from health professionals, reinforcing consistent messages around healthy eating. Oral health is prioritised through tooth-brushing routines, visual charts, role-play dentist resources, and books that help children understand how to care for their teeth.

p.2

Children's welfare and wellbeing Strong standard

The childminder supports children in understanding and expressing their emotions in age- appropriate ways. She models feelings through everyday experiences and teaches simple self-regulation strategies, including rainbow and flower breathing, helping children recognise and manage their emotions calmly. Children confidently communicate their needs, including when they wish to use the toilet, and the childminder responds promptly while encouraging independence.

p.2

Children's welfare and wellbeing Strong standard

A nurturing, respectful atmosphere is evident. Older children naturally support younger ones, such as helping them turn on taps for handwashing. The childminder offers frequent praise, building children's confidence and self-esteem. She checks in regularly to ensure children

p.2

Expected standard

are comfortable, safe, and not too warm, demonstrating her attentive approach to wellbeing. Safety is consistently reinforced through simple, clear guidance, such as showing children how to cut food safely and manage bagels in smaller, more manageable pieces. Through this warm, thoughtful and proactive practice, children thrive.

p.3

Achievement Expected standard

Children make steady progress from their starting points across all areas of the curriculum. Children demonstrate that they are acquiring the language and communication skills to express themselves. They use this language to engage in imaginative play, pretending they are in an office and on the telephone to their parents, as well as to express their needs. When asking children questions, the childminder can ask them repeatedly or change the questions rapidly, which does not always give children the opportunity to reflect and recall the information she is asking them to deepen their critical-thinking.

p.3

Achievement Expected standard

Children are proud of their achievements. Completing pictures in the garden of parrots, they hold them up, exclaiming what wonderful jobs they have done, and ask for their artwork to be displayed on the wall with pride. Children develop a can-do attitude, developing perseverance and resilience as they work to complete patterns using blocks or begin to write the letters of their names. They show high levels of focus and concentration, ready for the next stage of their learning.

p.3

Curriculum and teaching Expected standard

The childminder delivers a rich, well-planned curriculum that is brought to life through high- quality interactions, purposeful play, and weekly in-depth observations that track each child's development across all areas of learning. The childminder is clear about what she wants children to learn next and how she plans to implement it. The childminder builds warm, trusting relationships with children that make them feel secure, confident, and ready to explore the curriculum on offer and manage their emotions

p.3

Curriculum and teaching Expected standard

The childminder creates unique play opportunities that captivate children's imaginations. For example, she sets up a large egg in a nest, and magnifying glasses are provided so children can investigate the egg more closely, promoting curiosity, observation skills, and new vocabulary. Children show excitement by waving their arms as they hear the egg 'cheep' and exclaiming that they think they have found a clue as they uncover a coloured feather. When the egg cracks and a parrot teddy is unveiled, children start expressing ideas for building it a house and continue to show sustained interest in developing this activity. However, the childminder does not follow the children's interests and move with them; instead, she directs them to something else, missing out on opportunities for further exploration.

p.3

Curriculum and teaching Expected standard

The childminder builds children's mathematical knowledge through play. They discuss size as they look at different types of birds, and they investigate shapes and colours as they make rockets out of building blocks. Children count confidently with the childminder as they look at how many vegetables they have. Children's physical development is prioritised through morning exercise sessions to help them stretch and get ready for the day. Children show competence in moving their bodies in a variety of ways, hopping and jumping like bunnies, and negotiating space as they run around.

p.3

Inclusion Expected standard

Although at present the childminder does not have any children on role with special educational needs and/or disabilities (SEND), she is committed to providing an inclusive, nurturing environment where every child is recognised as an individual and supported to thrive.

p.4

Inclusion Expected standard

The childminder understands the importance of closely monitoring children's progress, planning, reviewing, and assessing their development, so she can swiftly identify any gaps and put in place measures to support. The childminder seeks regular training to support her understanding of working with children with SEND, she works closely with other professionals and understands how she can seek additional support where needed for children and families.

p.4

Inclusion Expected standard

The childminder uses lots of visual prompts, songs, and stories within the setting to support all children, including those with English as an additional language, in understanding the day's routine and expectations. For example, the childminder has a tidy-up-and-wash-your- hands song that talks children through what is happening.

p.4

Inclusion Expected standard

The childminder actively promotes an environment that celebrates diversity. Children explore a wide range of cultural events, celebrations, and awareness days, helping them understand that the world is full of different traditions, beliefs, and ways of life. These experiences nurture kindness, respect, and empathy, ensuring all children grow up confident in themselves and respectful of others.

p.4

Leadership and governance Expected standard

The childminder is reflective in her practice and understands her strengths and where she would like to continue to develop. She recognises that slowing down her pace will enable children to have more time to lead their own play, extending on what she has provided for them, and allow for richer conversations to emerge.

p.4

Leadership and governance Expected standard

Ongoing professional development is prioritised through reading, training, and online courses, and she is committed to implementing new ideas that strengthen learning across all areas. The childminder has identified children's love of outdoor learning and would like to access further training to develop her knowledge in this area, thereby extending the opportunities available to children.

p.4

Leadership and governance Expected standard

Partnership with parents is a strength of the setting. The childminder ensures parents feel well informed through daily feedback and photos that showcase 'wow' moments of learning for their children. While parents feel extremely well informed about what their children are doing, understand their next steps, and can see their progress, the childminder would like to introduce more-formal parent meetings to further involve parents in their children's learning journey.

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

The childminder offers a warm, family-centred, and thoughtfully organised home environment where children feel safe, secure, and valued. Children are confident within the setting, exploring with interest the varied opportunities available to them as part of the childminder's broad curriculum. Children are independent. However, they understand that the childminder is there if they need support. This secure attachment allows children to have the confidence to try new things readily and without fear of failure.

p.5

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

Free-flow access to the garden allows children to explore outdoors throughout the day, listening to the sounds around them and engaging in imaginative play, such as creating 'soup' in the mud kitchen using pinecones and conkers collected on previous nature walks. Purposeful outings are a core part of the setting. Children visit the library twice a week to change books, join rhyme-time sessions, and build confidence in social situations, while regular trips to local farms and local green spaces give them meaningful experiences with animals and the natural world.

p.6

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

The childminder's promotion of literacy is a strength of the setting. Books are woven into daily routines, with core texts used to spark rich-learning experiences and to support children through life events, including preparing for a new sibling or navigating potty training. Children share their favourite stories with others and enjoy looking at books carefully by themselves. They enjoy a wide range of activities that strengthen early writing skills, from dough play, which strengthens the smaller muscles in their hands, to purposeful mark- making using independently selected resources. Older children proudly begin forming recognisable letters of their names.

p.6

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

Nurturing, trusting relationships underpin the setting. Children confidently talk about their families, siblings, and upcoming holidays, supported by a family board that celebrates the people who matter most to them. The childminder works closely with other local childminders, offering children extended social opportunities and shared experiences.

p.6

Next steps

The childminder should develop how she poses questions to children to ensure they have time to recall and reflect before asking more questions. The childminder should develop greater flexibility during activities, adapting to children's emerging interests to strengthen independence and keep learning meaningful.

p.6

About this inspection

The inspector spoke with the childminder, children and parents 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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00

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.8

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.8

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