Childminder

Childminder

Unique reference number (URN): 2755286 Registered with Ofsted: 02/11/2023 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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Behaviour, attitudes and establishing routines Strong standard

Children behave very well because the childminder provides clear, consistent guidance and models the behaviour she expects. Her calm, steady approach helps children understand boundaries and routines, and they respond with confidence. Children listen carefully, follow instructions and show a secure understanding of what is expected of them throughout the day.

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Behaviour, attitudes and establishing routines Strong standard

Positive relationships are at the heart of the setting. Children feel valued and show secure attachments with the childminder. They greet friends with enthusiasm and share toys willingly. Youngest children show mature attitudes to sharing and taking turns during play. This is because the childminder reinforces respectful behaviour through gentle reminders and clear explanations. For example, she talks with children about why toys are put away to keep everyone safe.

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Behaviour, attitudes and establishing routines Strong standard

Children show wonderful attitudes to learning. They persevere with challenges and stay focused during activities. The childminder frequently celebrates children's successes through praise and further encouragement. When problems arise, such as reconnecting a train track, children keep trying because they trust the childminder's encouragement and feel secure enough to take risks.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is supported through clear routines and regular communication with parents. Children understand the rhythm of the day and move smoothly between activities, showing their ever-growing independence. Inclusive approaches ensure that all children take part confidently, and the childminder adapts her expectations sensitively so that every child feels they belong. This includes recognising when young children are still developing the vocabulary they need to express themselves effectively.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised at every stage of the day. They arrive happy and secure and receive nurturing cuddles that set a positive start to their day. Children learn about healthy lifestyles. They enjoy fresh air daily as they explore the local community. Children talk about food and hydration during the day. Snack times are calm and purposeful. Children wash their hands and prepare the table ready to eat their lunch. When they finish, they clear away independently, disposing of rubbish in the bin. These routines help children develop confidence in managing their own needs.

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Children's welfare and wellbeing Strong standard

The childminder follows robust procedures, including safe and respectful nappy changing and robust hygiene routines. The childminder teaches children how to stay safe, for example, when crossing roads and visiting animals. Children respond well to these messages and show an emerging awareness of risk. The childminder is acutely aware of children's needs, including any health matters. She is responsive to their every need and swiftly adapts her practice when these needs change.

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Children's welfare and wellbeing Strong standard

Children show high levels of self-esteem. They are confident, self-assured and emotionally secure. When minor bumps occur, the childminder helps children understand what

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Expected standard

happened and supports them in regulating their feelings using calm strategies and breathing techniques. This helps children develop resilience and emotional awareness.

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Achievement Expected standard

Children make steady progress from their starting points. They thrive in the prime areas and develop independence, confidence and resilience as they put on their shoes and prepare the table for lunch. Children manage their personal care well, for example, washing their hands and using the potty. These skills help them feel capable and ready for new challenges.

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Achievement Expected standard

Children communicate clearly and enjoy conversations with the childminder. They show a growing understanding of feelings through stories and everyday interactions. This provides an opportunity for children to think about how they feel and how to regulate and manage their behaviour.

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Achievement Expected standard

Children are typically well prepared for their next steps. They practise skills that will support them in the future, for example, sitting at the table for meals and learning to use a fork. They show curiosity, enthusiasm and a willingness to try new things, which supports their readiness for learning beyond the setting.

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Curriculum and teaching Expected standard

The childminder leads the curriculum with clarity and purpose. Communication, personal development and physical skills are central to her approach. She follows children's interests closely and uses these to build knowledge in meaningful ways. For example, children learn about animals and transport through community visits. This helps children make connections in their learning and stay engaged.

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Curriculum and teaching Expected standard

Teaching is warm, responsive and rooted in high-quality interactions. The childminder narrates alongside children as they play. She introduces new vocabulary, such as 'over' and 'under'. The childminder encourages children to think for themselves. Children are supported to solve problems, for example, working out how to reconnect a train track when it comes apart. These moments help children develop persistence and focus.

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Curriculum and teaching Expected standard

Children experience a wide range of learning beyond the home. They enjoy trips to the farm and exploring the fields. The childminder organises trails that help children to learn about nature and the environment. Older children learn how to use maps. Books are woven through everything. Older children explore encyclopedias and discover new language relating to space, such as 'capsule'. The childminder uses these experiences to deepen children's understanding of the world.

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Curriculum and teaching Expected standard

Children who face barriers to their learning are supported with targeted plans that promote their learning. For example, the childminder uses pictures and objects to help children to communicate their needs effectively. Mathematical language is used in play. The childminder uses plenty of mathematical language, such as 'big' and 'small'. Older children use scales to balance objects and learn about addition and subtraction. However, younger children typically have fewer opportunities to see early maths ideas demonstrated first-hand and to help them apply the language they hear to meaningful experiences.

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Inclusion Expected standard

The childminder understands how to recognise when a child may be at risk of falling behind. She draws on previous training and experience to identify needs early and talk openly with parents. Children generally benefit from early conversations about any concerns. For example, when children needed toileting support, families were encouraged to seek advice from health professionals. This helps reduce barriers and ensures children receive timely support.

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Inclusion Expected standard

The childminder works well with other professionals and settings. She contacts additional settings that children attend and when they move on. She shares information to support smooth transitions. The childminder adapts her practice for children who face barriers to learning. For example, she drops children off at parent's place of work for families who face long travel times. This reduces the amount of time children spend travelling during single journeys and supports good routines and attendance.

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Inclusion Expected standard

Children who need extra help are included in all aspects of the day. The childminder typically uses simple strategies such as modelling language and breaking tasks down into smaller tasks. She offers choices to help children take part confidently. The childminder remains alert to changes in behaviour or development and uses her knowledge to guide parents sensitively. Older children share their views about the provision, and the childminder uses this feedback to shape her practice. As a result, children feel understood, included, and supported in making progress.

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Leadership and governance Expected standard

The childminder attends regular training to keep her knowledge up to date. This includes essential safeguarding training and topics such as The Prevent Duty. The childminder understands her responsibilities well and has secure systems in place to keep children safe. Her professional curiosity and awareness of safeguarding risks ensure that any concerns are recognised and acted on swiftly.

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Leadership and governance Expected standard

The childminder seeks feedback from parents and older children who attend. She uses this to reflect on her practice. Parents speak highly of the provision and describe how much their children have developed in language, behaviour and confidence. The childminder generally evaluates her practice. She seeks feedback from parents and children about her provision, which she uses to identify areas for improvement. However, this does not always link directly to professional development to ensure that training is precisely matched to priorities.

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Leadership and governance Expected standard

The childminder maintains effective relationships with families. She adapts her provision to meet their needs and to support attendance by offering flexible routines. The childminder works with other settings to support transitions. She understands the importance of attendance, wellbeing and early identification of need.

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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 arrive full of joy and settle quickly because they feel safe and secure with the kind and caring childminder. They greet her with energetic hugs and enormous smiles. Children move confidently around the home, showing how familiar they are with the environment. They know where to find their drinks and where to place their belongings. Children confidently wash their hands and tidy away toys without being asked. This reflects their growing independence and sense of belonging.

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

Children enjoy a rich and varied day. They develop a deep love of books and handle them with care. They turn pages gently and talk about what they see with the childminder. Children hear a wide range of vocabulary as the childminder narrates their play and introduces new ideas. For example, they name animals in the book and describe colours and textures. Children hear positional words, such as over as they play with the trains. As a result, children build effective communication skills and confidence in expressing themselves.

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

Children form warm friendships and learn alongside others. They share toys, take turns and show affection. For example, children greet others with enthusiastic cuddles. Children are included in all aspects of the day, including when choosing their snack and joining in with songs. They search for buses in the village and enjoy exploring nature on local walks. Children show curiosity and enthusiasm as they investigate the world around them.

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

Children experience a range of outings that spark their interest in the natural world. For instance, they explore fields and follow the Gruffalo Trail map. The childminder takes children to visit dogs at a local shelter. They donate food and learn about caring for animals. These experiences help them understand their community and develop kindness and empathy.

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

Children thrive because the childminder knows them well and adapts the day to meet their needs. They develop positive social skills and excellent manners. They are developing a growing awareness of their own feelings. Children show pride in their achievements, for example, when reconnecting a train track or using the potty. They respond positively to the childminder's consistently warm praise and encouragement.

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Next steps

The childminder should develop opportunities for younger children to explore early mathematical concepts first hand. The childminder should strengthen the evaluation of the provision so that training and development are clearly linked to identified improvements.

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About this inspection

The inspector spoke with the childminder, parents and 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 06:00

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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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Our grades explained

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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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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