Childminder

Childminder

Unique reference number (URN): EY290106 Registered with Ofsted: 03/08/2004 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 form extremely positive and secure attachments with the childminder. This helps them to feel safe, settled and ready to engage in their learning. The childminder successfully promotes regular attendance and supports families to establish consistent routines. Children show increasing confidence as they explore the environment. They demonstrate sustained interest and very positive attitudes towards activities and routines. Parents describe the setting as a 'home from home' and value the support provided during children's transitions. They particularly appreciate the detailed information the childminder shares to support the progress checks at age 2.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has clear and consistent expectations for children's behaviour and attitudes to learning. She recognises the importance of developing children's personal, social and emotional skills and incorporates this effectively into daily practice. Examples of this are seen when the childminder supports children to recognise, understand and manage their own feelings and behaviour. She does this through methods such as using visual prompts and calm, sensitive interactions. This helps children to regulate their emotions and respond appropriately to different situations.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children gain significant benefit from meaningful opportunities to develop their independence. For example, they learn to pour their own drinks, cut up their healthy snacks or fasten their coats. The childminder acts as a positive role model, teaching children to treat others with kindness, care and respect. She also encourages them to manage their own personal hygiene and wash their hands. The 'washing of hands' song is sung to support this routine. The childminder successfully creates a calm, harmonious and respectful culture within the setting. Children consistently show positive attitudes to learning and are developing the skills they need for future success.

p.2

Children's welfare and wellbeing Strong standard

Children thoroughly enjoy their play and learning. They show clear signs of happiness and security within the setting. The childminder creates a wonderfully warm, safe and welcoming environment where children feel valued and confident to explore. As a result, children confidently separate from their parents at the start of the day. They arrive settled, eager and excited to begin their activities, demonstrating a strong sense of belonging.

p.2

Children's welfare and wellbeing Strong standard

Children's physical and emotional wellbeing is prioritised. The childminder is consistently responsive to the needs of young children. She provides calm, nurturing reassurance that supports their emotional development. The childminder recognises when children need comfort, rest or additional support. She responds sensitively, helping them feel safe and understood. There are clear, safe sleeping routines in place that fall in line with parental preferences.

p.2

Children's welfare and wellbeing Strong standard

Well-embedded and carefully structured routines help children develop long-lasting healthy habits. They learn how to care for themselves, follow hygiene routines and understand the importance of making healthy choices.

p.2

Expected standard

The childminder has a comprehensive knowledge of each child in her care. She uses this understanding to provide individualised support that meets their needs extremely effectively. As a result, children thrive, develop strong attachments and demonstrate high levels of emotional wellbeing.

p.3

Inclusion Strong standard

The childminder provides a warm, nurturing and highly inclusive environment where all children feel safe, valued and confident. Strong relationships with families ensure that each child's individual needs and circumstances are understood from the outset. As a result, children settle quickly, form secure attachments and grow in independence within daily routines.

p.3

Inclusion Strong standard

The childminder has high expectations for every child, including those who are disadvantaged and those with special educational needs and/or disabilities. She adapts the curriculum effectively so that all children can participate fully and make meaningful progress. Children behave very well and show highly positive attitudes towards learning. They enjoy exploring nature and spending time visiting the local park, woods and playgroups. The childminder models respectful interactions and supports children to recognise and manage their emotions. This helps them to develop empathy, cooperation and early friendship skills. She makes effective use of an emotion poster to support this.

p.3

Inclusion Strong standard

A well-planned and ambitious range of experiences encourages curiosity and engagement. Activities are generally well sequenced so that children access learning successfully, regardless of their starting points. Children make steady progress across all areas and particularly enjoy stories, songs and imaginative play.

p.3

Inclusion Strong standard

Communication and language are prioritised. The childminder models vocabulary clearly and provides visual prompts and repetition so that all children can understand and express themselves. She is reflective and committed to developing her practice, ensuring a safe and inclusive setting where children thrive and are well prepared for future learning.

p.3

Achievement Expected standard

Children gain the skills they need to be ready for the next stage in their learning. They progress well in all areas of learning, and their communication and language development is particularly impressive. Children benefit from regular opportunities to extend their vocabulary and use language meaningfully across the curriculum. Children, including those with special educational needs and/or disabilities, demonstrate independence and confidence and are well prepared for their eventual transition into school.

p.3

Achievement Expected standard

Children engage well with the activities provided, and, when supported by adults, show perseverance and resilience in their learning. Children demonstrate a willingness to have a go and sustain interest in tasks that challenge them. They particularly enjoy counting and benefit from opportunities to recognise numbers in the local community, such as on doors and signs.

p.3

Achievement Expected standard

Older children develop their gross motor skills effectively, building their strength and coordination when exploring the outdoor environment. They practise using tools to make marks, showing increasing control and dexterity.

p.4

Curriculum and teaching Expected standard

The childminder's interactions place a clear and consistent focus on developing early communication skills. She models language effectively, encouraging children to listen, respond and build their vocabulary through high-quality conversations and everyday routines. This supports children to become confident communicators who can express their needs, ideas and emerging thoughts.

p.4

Curriculum and teaching Expected standard

Children's physical development is prioritised from the earliest age. The childminder has a secure understanding of the developmental steps children take and uses this knowledge to provide activities that strengthen core muscles, balance and coordination. Opportunities are embedded throughout the outdoor curriculum and in nature. Children have regular chances to balance, explore, move freely and practise important physical skills, while learning to respect the environment.

p.4

Curriculum and teaching Expected standard

Children receive some purposeful opportunities to manage small tasks and engage in solving challenges. For example, they enjoy unlocking boxes using different sizes and shapes of keys. However, the support for children to develop their curiosity and problem- solving skills is not as consistent as teaching for other aspects of the curriculum.

p.4

Curriculum and teaching Expected standard

Children show clear enjoyment during story times, joining in and predicting what might happen next. This builds on what they already know and supports their developing comprehension. They also take pleasure in songs and rhymes, confidently copying actions modelled by adults. These experiences foster children's growing love of stories, language and early literacy. Children also learn simple French words and enjoy Mandarin songs and rhymes, helping them to develop an early understanding of different cultures and languages and developing respect and tolerance.

p.4

Leadership and governance Expected standard

The childminder has a clear understanding of the setting's strengths and areas of development. She ensures that statutory requirements are met and that policies, including safeguarding, health and safety and inclusion, are implemented consistently. Parents praise her professionalism and organisation. She communicates with families daily, acts on feedback and works collaboratively to support children's education, safety and care. This partnership approach ensures that information is shared well and that children's needs are understood and met consistently. This is especially effective for those children with special educational needs and/or disabilities.

p.4

Leadership and governance Expected standard

The childminder accesses a wide range of training to deepen her knowledge and strengthen her practice. Her recent learning has included training on creating safe sleep spaces and establishing safe eating environments. These and other professional development opportunities contribute positively to improving the quality of learning, the planning of the curriculum, especially outdoors, and children's overall achievements. As a result, the setting is safe, well organised and effective, creating an environment where children are well supported and make steady progress.

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 works effectively with parents to gain a very secure understanding of children's individual needs, helping to establish a nurturing and responsive environment. Prior to children joining the setting, the childminder conducts a home visit to observe them within their family context. A planned sequence of settling-in sessions supports a smooth transition into the provision.

p.6

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

Children form strong and trusting attachments with the childminder. As a result, they develop a clear sense of belonging and become increasingly confident and independent in their play and routines.

p.6

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

Children's behaviour and attitudes towards learning are positive. The childminder supports children of all ages to recognise, understand and manage their emotions and behaviour. She promotes effectively the personal and social skills children need to play cooperatively, build friendships and engage successfully in learning.

p.6

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

Children demonstrate high levels of engagement in their play, and they progress well across all areas of learning. They enjoy taking part in familiar stories, which helps to foster a strong interest in books and early literacy.

p.6

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

The childminder models language effectively and provides regular opportunities for children to practise new vocabulary and develop their sentences. This supports children's communication and language development well.

p.6

Next steps

The childminder should focus more precisely on supporting all children, regardless of their starting points, to access the full breadth of the curriculum within the indoor environment, enabling them to develop their curiosity and problem-solving skills.

p.6

About this inspection

The inspector spoke with the childminder, parents and carers 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. Martin O'Mahony

p.6

About this setting

Operating hours: Wednesday : 08:00 - 17:00,Thursday : 08:00 - 17:00,Friday : 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