Childminder

Childminder

Unique reference number (URN): 2745700 Registered with Ofsted: 28/12/2023 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 demonstrate consistently positive behaviour and attitudes to learning. They are confident, motivated and engaged, showing enjoyment and pride in their achievements. The childminder sets clear, age-appropriate expectations, which children understand and follow well. As a result, routines are well embedded and children know what is expected of them, helping them feel safe and secure. Parents and carers value these routines and report that children bring expectations around tidying up, hygiene and behaviour into family life. The childminder partners closely with parents to encourage consistent attendance. She is kind and gentle and has developed close relationships with children and their families.

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Behaviour, attitudes and establishing routines Strong standard

The childminder skilfully supports children to manage their feelings and behaviour, including those learning English as an additional language and those who may face other barriers to learning. For example, she uses calm reassurance, modelling and visual supports. Parents value this approach and report improvements in children's emotional regulation and ability to play cooperatively with others. Children show growing independence within daily routines. They willingly wash their hands before meals, sit appropriately at the table, tidy away resources and manage transitions calmly. Parents comment extremely positively on the consistency of expectations and the clear communication that help children feel secure and ready to learn.

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Children's welfare and wellbeing Strong standard

All children are happy, settled and emotionally secure, demonstrating warm, trusting attachments to the childminder. The childminder has an excellent understanding of each child and helps them to feel safe and valued. The environment is calm, welcoming and well organised, with high standards of cleanliness and safety maintained throughout. The childminder prioritises healthy lifestyles very effectively. Children are provided with nutritious food and learn clear hygiene routines, such as washing their hands before meals. The childminder ensures she supports children to learn how to care for themselves in a developmentally and age-appropriate way. Children share these routines with parents and carers and follow them at home, demonstrating the significant impact of the childminder's expectations.

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Children's welfare and wellbeing Strong standard

Children enjoy daily opportunities for physical activity and regular outings, including trips to local parks, shops and a library. This helps support their physical health, understanding of safety, and confidence and engagement in the community. The childminder creates opportunities with visual aids to help children recognise and express their feelings. Parents value her sharp focus on children's happiness, health and development and the detailed daily feedback they receive. Parents describe the progress their children make as significant. They express high levels of trust and confidence in the childminder, describing the provision as going beyond expectations and confirming that their children are thriving.

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Achievement Expected standard

Children generally develop the key knowledge, skills and behaviours they need for their next stage of learning, including those learning English as an additional language and those who may face barriers to learning. Young children confidently name animals and use single words and short phrases to communicate. Children typically use new language with growing confidence.

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Achievement Expected standard

Children show positive attitudes to learning and take pride in their achievements. For example, they complete puzzles, hit a target with a ball and proudly show their drawings. They listen attentively during stories and respond enthusiastically to questions. Children develop secure physical skills and increasing independence in self-care routines, such as washing their hands, feeding themselves and putting on their shoes. They apply what they know through play, problem-solving and real-life experiences.

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Curriculum and teaching Expected standard

The childminder provides a thoughtful curriculum that reflects children's interests and supports their stages of development. She knows children well and uses her observations and assessments, along with valuable information shared by parents and carers, to create enjoyable learning experiences and daily routines. This helps children to feel happy, safe and eager to learn. She regularly reflects on and adapts her practice to meet children's changing needs.

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Curriculum and teaching Expected standard

The childminder models simple sentences, repeats key vocabulary and uses gestures, pictures and real objects to build children's understanding and confidence in communication and language. Children are warmly encouraged to take part in conversations, share their ideas and feel listened to. However, some children, sometimes need more time to think and respond to further strengthen this positive practice, particularly the youngest children and those learning English as an additional language.

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Curriculum and teaching Expected standard

Early mathematics skills are introduced through fun, meaningful activities, such as counting in songs, exploring shapes through puzzles and experimenting with water. Children's emotional wellbeing, physical development and independence are given high priority. Familiar routines and gentle encouragement help children become confident and resilient learners. Regular outings to local parks, farms and community groups broaden children's experiences of the world and support friendships and social skills.

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Inclusion Expected standard

The childminder demonstrates an understanding of how to identify and support the needs of all children, including those with special educational needs and/or disabilities and those at disadvantage. The childminder understands the importance of working with other professionals when necessary to promote children's care and learning. Where she identifies that children may need additional support in any area of learning, she responds promptly and effectively. She provides varied opportunities for children to take part in groups and experiences that help to develop social skills, for instance.

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Inclusion Expected standard

The childminder works in close partnership with parents and carers. She maintains regular and purposeful communication to ensure a collaborative approach to care and learning, reflecting families' different faiths and cultures. This shared approach supports development well and has a positive impact on the children in her care. The childminder is committed to ongoing improvements in her practice and recognises the need to allow children more time to respond, particularly the youngest children and those learning English as an additional language.

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Inclusion Expected standard

Children are encouraged to make choices in their play and to contribute their own ideas. The childminder is responsive to children's changing needs and adapts activities to ensure that all children are able to participate fully. She uses accurate and insightful observations to assess children's progress and plan next steps. This supports children in developing essential skills and helps them to make progress in their learning.

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Leadership and governance Expected standard

The childminder demonstrates a clear and ambitious vision for providing high-quality care and education. She is passionate about achieving the best outcomes for children. She is committed to continuous improvement and actively engages with a range of professional organisations to strengthen her practice. Recent training, including work focused on promoting children's resilience, has had a positive impact on supporting children's health and emotional wellbeing. While children are well supported, further targeted professional development in supporting children who speak English as an additional language would enhance practice even further, particularly in extending vocabulary and strengthening language comprehension.

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Leadership and governance Expected standard

The childminder places high priority on building partnerships with parents and carers. She communicates effectively and shares regular, meaningful updates about children's learning and development. She works closely with parents to reinforce routines and learning at home, and parents value the guidance and support they receive. Parents value the welcoming, calm, safe and well-resourced environment their children play and learn in. They particularly value the genuine warmth, care and dedication shown by the childminder. Children feel deeply secure, happy and emotionally settled. The childminder has a lasting positive impact on children and families.

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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

The childminder provides a warm, stimulating and well-organised home that fully supports children's learning, development and welfare. She quickly identifies any barriers to learning and ensures they are understood and addressed. Children demonstrate high levels of emotional security and wellbeing. They are relaxed, confident and at ease in the childminder's care. The childminder manages conflicts sensitively, using her detailed knowledge of the children to distract, support turn-taking and help them play cooperatively. The home is safe, welcoming and thoughtfully organised to promote independence, choice

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About this setting

and access to indoor and outdoor learning opportunities. The childminder demonstrates secure knowledge of children as individuals and adapts activities so that every child can join in. Practice is reflective and inclusive, with commitment to continuous improvement demonstrated. Daily shared reading, a wide range of accessible books, weekly library visits and engaging storytelling sessions foster a love of books and early literacy skills.

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About this setting

Children are encouraged to take responsibility, clearing the table and helping with sweeping and dusting, for instance. These experiences promote a sense of belonging and respect for their learning environment. Children are supported to make sense of the world through real- life experiences, such as shopping trips, visits to parks, playgroups and planned outings to a farm. The childminder uses photos from trips to recall experiences, encouraging discussion and reflection. Children show curiosity and engagement. For example, they proudly share photos of supermarket visits and demonstrate patience and appropriate behaviour in the community. Children enthusiastically join in with songs, make animal noises, pretend to fly and express themselves freely. The childminder's use of resources during songs and stories enhances engagement and creativity. The childminder promotes independence, wellbeing and a love of learning, ensuring children make sustained progress and are well prepared for

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Next steps

The childminder should further develop professional knowledge of supporting children who speak English as an additional language to build on existing practice. The childminder should enhance support for all children's language development and confidence, allowing sufficient time for them to respond during conversations, for example, with a particular focus on children learning English as an additional language.

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About this inspection

The inspector spoke with the childminder and the children and reviewed feedback from parents and carers 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. Unique reference number (URN): 2745700

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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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

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 .

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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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