Childminder

Childminder

Unique reference number (URN): EY379764 Registered with Ofsted: 05/08/2008 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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Behaviour, attitudes and establishing routines Expected standard

The childminder builds warm and positive relationships with children. She sets a good example for children by treating them with kindness and respect as she joins in their play. She models polite behaviour, such as saying 'thank you' when children share their toys and involve her in their play. As a result, children imitate her language and typically demonstrate good manners and courteous behaviour towards others. They eagerly join adult-guided learning and generally focus well on their favourite activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to share during creative play, such as sharing paintbrushes and play dough. This helps children learn to respect each other's choices. Children typically behave well, and the childminder uses praise to encourage and motivate children to follow house rules and handle toys and books with care. Overall, the childminder adapts routines as necessary to help meet the care needs of every child, including those who need additional support.

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Behaviour, attitudes and establishing routines Expected standard

Children regularly attend their scheduled sessions, and the childminder supports parents to maintain a steady routine. This approach helps children develop the consistent habits necessary for transitioning to school.

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Children's welfare and wellbeing Expected standard

Overall, the childminder develops secure bonds with children, helping them to feel valued and safe. Children learn how to keep themselves safe, for example as the childminder teaches them about road safety as they travel to school and to correctly handle small tools. Children have many opportunities to be physically active, both indoors and outdoors. They enjoy playing on large equipment at the park, helping to build strength and balance. Children request their favourite action rhymes and display increasing coordination as they attempt to hop on one leg and jump up and down. Children learn about different emotions during story time and recognise when 'mummy duck is happy' and when she is 'sad'.

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Children's welfare and wellbeing Expected standard

The childminder helps children to make healthy choices and understand the importance of eating well and drinking water throughout the day to support their wellbeing. She follows effective routines to keep children safe as they sleep. She closely monitors them so she can respond quickly to any changes in their presentation. The childminder supports children to gain a sense of responsibility. She generally responds positively to their requests for alternative resources and encourages children to work together to tidy away toys to keep the floor clear. The childminder promotes children's understanding of self-care, such as handwashing and blowing their nose. She works closely with parents to introduce children to self-help skills at the most appropriate stage of their development.

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Achievement Needs attention

Due to weaknesses in the curriculum and teaching, children make variable progress. For example, they do not always have enough support to build on and extend their learning when they show they are ready to learn more. However, children, including those with barriers to learning, achieve some progress from their starting points. Children develop growing confidence as they learn to use their speech and body language to express their needs and feelings. Children respond happily to simple requests and show they understand what is expected of them.

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Achievement Needs attention

Children enjoy rolling and moulding dough to make snakes and making marks on paper, to strengthen hand muscles and develop control when using small tools. However, the childminder does not maximise these learning opportunities to introduce early mathematical concepts. Children begin to learn some of the skills they will need for their next stage in education, such as washing their hands and using cutlery at mealtimes.

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Curriculum and teaching Needs attention

The educational programmes do not sharply focus on what individual children need to learn next. Children are not supported consistently to access activities that enhance their learning and development across all areas of learning. The childminder prioritises developing children's communication and social skills through everyday activities. She knows which resources and activities children enjoy most, such as role play, singing and stories, and this is the focus during the day. Children's language and communication skills are developing well as they hear new words and phrases as they play. Children play happily alongside each other and learn to share with support from the childminder. This helps promote their social and emotional skills.

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Curriculum and teaching Needs attention

Occasionally, children are introduced to mathematical concepts, such as big and small as they sing songs, but this area of learning is not fully developed. Teaching is variable and lacks the breadth of support children need to learn as they play. The childminder does not always adapt activities to meet younger children's needs effectively. For example, during an 'I-spy' activity, the level of challenge is too complex for them and they quickly lose interest. However, when children participate in free play, they are happy and eager to engage in learning. The childminder provides new words and encourages them to develop new skills. For example, children confidently learn how to use a stethoscope to listen to their body and explain that 'too many sweets make you sick'. This helps to develop children's communication and language skills.

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Inclusion Needs attention

While the childminder plans some activities to help bridge the gaps in children's learning, these do not consistently match the different stages of development of children in the group. As a result, children do not always receive tailored support to sustain their interest and extend their learning. This does not support children to make steady progress. However, the childminder works closely with parents to gather information about any barriers to learning or special educational needs and/or disabilities children may experience. She uses this information well with regards to care routines and providing a stable environment. The childminder generally completes observations and assessments of children's progress but does not accurately highlight the most natural next step in learning.

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Inclusion Needs attention

The childminder is aware of funding available for disadvantaged children and involves parents in deciding how best to support children's emerging needs. She knows the range of factors that may influence how children learn. She recognises when children regress in their development and uses a kind and supportive approach to reintroduce skills children have previously learned. For example, the childminder uses a teddy to model the next stage in learning, such as using the toilet, and uses books to help children understand their feelings. This helps children feel valued and secure.

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Leadership and governance Needs attention

The childminder does not maximise on her knowledge of what children already know and need to learn next to develop a broad and interesting curriculum. This results in differences in how well the areas of learning are taught and leads to inconsistent progress in children's development. The childminder fosters a positive attitude to professional development to keep up to date with new initiatives and gives time to record observations and assessment records. The benefits of this learning are evident in some areas of practice and generally help children move forward from their starting points.

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Leadership and governance Needs attention

The childminder generally works well with parents and other professionals to share her understanding of what children enjoy most. The childminder provides helpful information to parents, such as healthy eating tips and safe sleep methods. Parents value the daily communication books and the opportunity for regular in-person meetings to review their child's learning. Learning reviews are completed and shared with other settings during the year. This helps promote a shared understanding of 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 settle quickly at the childminder's home and enjoy spending time with their friends. The childminder is very warm and welcoming, which helps children to feel safe and secure. Children enjoy songs, rhymes and positive interactions with the childminder and each other. They have great fun as they encourage each other to lie down to be the 'sleeping bunnies' and excitedly participate in action rhymes, such as 'head, shoulders, knees and toes'. However, the curriculum is not implemented effectively across all areas of learning. This means children make better progress in developing communication and language skills than in other areas, such as early mathematics.

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

Children demonstrate kind relationships and confidently seek comfort when they are tired or upset. Children show a clear sense of belonging as they quickly settle down to sleep and indicate when they are hungry. The childminder ensures that children are safe and well cared for. Children follow established routines which develop a sense of belonging and wellbeing.

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

The childminder provides opportunities for children to develop their social skills. They go to a local playgroup and on walks in the community where they meet with other children and adults. The childminder understands the benefits of children's consistent attendance and shares with parents how it will support children's progress.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:45

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

put in place a broad curriculum that covers all areas of learning and is more sharply focused on what children need to learn next, to promote more consistent progress in learning and development 15/02/2026

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Action Completion Date

improve teaching strategies to extend and build more effectively on children's ideas, interests and current stage of development. 15/02/2026

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About this inspection

The inspector spoke with the childminder and the children 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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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. 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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