Childminder

Childminder

Unique reference number (URN): 2772431 Registered with Ofsted: 09/04/2024 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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Achievement Strong standard

All children consistently make progress across all areas of learning and development. This includes those children who benefit from adjustments to their daily routine or activities. Children develop language skills extremely well as they attempt to join in meaningful conversations with the childminder. They benefit from sequenced and purposeful learning that builds from their interests and previous knowledge. Children demonstrate high levels of curiosity and sustained engagement in activities that extend their thinking. For instance, they persevere as they link pieces of bridge equipment together. They negotiate which way they will travel on it to ensure they are safe and all get a turn.

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Achievement Strong standard

The childminder offers consistent praise and encouragement to children to support their achievements. This helps them to develop their self-esteem and confidence in abundance. Children learn to be independent during routines, such as tidying up and preparing to play in the garden. They develop confidence to move on to their next stage of development.

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Behaviour, attitudes and establishing routines Strong standard

All children behave well and clearly understand the implemented house rules. The childminder uses gentle reminders to keep everyone safe without stopping the children's fun and play, such as when they take toys on the slide. This creates a peaceful, welcoming space where every child is protected and valued.

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Behaviour, attitudes and establishing routines Strong standard

Children show a positive attitude towards their learning and love sharing stories about their families and activities at home. The childminder listens intently and asks questions about their experiences, which helps the children feel like they truly belong. As part of daily routines, children also learn to listen to their friends' ideas and plans for their play. For example, children are proud of their attempts to write their name and talk about the letters confidently. Children ask each other to find letters in the sand corresponding with their own name, which helps prepare them for reading and writing at school. They have fun and collaborate as they learn new skills that will prepare them for future life.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with families by sharing clear policies about arrangements in the setting. She helps parents understand the importance of regular attendance, which the childminder monitors closely to keep children safe and supported.

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Children's welfare and wellbeing Strong standard

The childminder knows every child deeply. She adapts her care to fit each child's unique personality and needs. Because of this, children feel safe, happy and loved. They are confident enough to explore their play area, but they know they can always go back to her for a hug or support when they need it.

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Children's welfare and wellbeing Strong standard

Routines such as eating, napping and potty training are handled with care. The childminder follows the children's individual pace, which helps them feel secure because they know what to expect. She also teaches them how to make healthy choices regarding food, rest and staying active. The childminder is dedicated to ensuring that all children are supported to eat foods with a high nutritional value. For example, she has improved her understanding of children who are fussy eaters and successfully helped them to expand and enjoy more variety of foods, gaining confidence alongside their friends.

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Children's welfare and wellbeing Strong standard

The childminder focuses heavily on mental wellbeing. She stays calm and uses simple language to help children understand and express their feelings. This teaching helps children learn how to self-regulate and show empathy to one another. All children flourish because of the care and attention they receive.

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Curriculum and teaching Strong standard

The childminder provides a high-quality, inclusive curriculum that challenges all children to do their best. She focuses heavily on physical health and communication by ensuring children play outside and enjoy daily stories and songs. The childminder skilfully notices when a child struggles and quickly changes her approach to help them succeed. She regularly checks progress to keep children on track. For instance, after noticing children needed help with self-regulation, she added quiet areas where they can take a break from daily play. She plays quiet music to help children return refreshed and reset. This careful planning ensures every child thrives.

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Curriculum and teaching Strong standard

The childminder dedicates herself to teaching children about the world. For example, she asks younger children to describe the features of animals that live in specific climates. She encourages older children to extend their learning by looking at an atlas or reference books. The childminder uses skilful interactions to support children of various ages in growing their knowledge and understanding of the natural world.

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Inclusion Strong standard

The childminder makes sure every child can join in. She is quick to spot if a child needs extra help, including those with special educational needs and/or disabilities. She changes how activities are done so that every child can participate and feel proud of what they achieve. The childminder carefully watches how each child is developing. If she notices a child is struggling, she creates a plan to help them catch up and asks for external, expert advice if necessary. As a result, children feel safe and valued. They build the self-esteem and skills they need to be ready for school and future larger group experiences.

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Inclusion Strong standard

Supporting language is a top priority for the childminder. For example, to help develop speech and vocabulary, she uses simple words and short sentences and repeats important words during play. This helps children to express what they need, follow the daily schedule and play well with others. Additionally, the childminder adjusts the daily routine to help every child feel settled. She uses a calm and kind approach to teach children how to share and take turns. These positive experiences help children to grow in confidence and manage their emotions. The childminder adapts her arrangements to ensure that all children can enjoy trips to local parks and libraries, helping them to learn about the community and become confident in new places.

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Leadership and governance Strong standard

The childminder demonstrates a clear commitment to professional growth and excellence. She actively finds opportunities to grow her knowledge in early years education through consistent training and self-reflection. The childminder also cascades her knowledge to other childcare professionals and is a support for making improvements for children in the local community. For example, she has approached the council about the improvement of play facilities nearby and suggested better ways to include equipment and experiences that will help children learn. The childminder is passionate about her role and is dedicated to ensuring that every child has an equal opportunity to engage in a wide range of experiences.

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Leadership and governance Strong standard

The childminder arranges trips and visits with other local childminders. This provides excellent opportunities for children to socialise with new friends and allows the childminder valuable access to a professional network of childminders with whom she can seek feedback and share advice.

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Leadership and governance Strong standard

The childminder shows a strong commitment to helping any assistants that work with her to grow and learn. She provides excellent support by encouraging them to consistently improve their skills. This focus on development ensures that adults stay confident and capable, which directly improves the level of care and learning for every child in the setting.

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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 show enthusiasm and interest in learning in this highly motivating and joyful setting. The childminder's home is extremely welcoming and organised, which helps children to feel safe, secure and ready to start their day. Children become engaged in purposeful experiences that capture their interest and support them to focus. For example, they are encouraged to participate in engaging activities that inspire their curiosity. Children show that they are happy, calm and inspired to learn.

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

The childminder provides a well-structured curriculum that builds on what children already know and can do. All children, including those with special educational needs and/or disabilities, enjoy their learning and make extensive progress from their starting points. Children independently explore the wide variety of enriching resources that the childminder has thoughtfully provided, based on children's ages and stages of development. She has carefully selected items that provoke a feeling of awe and wonder. This helps children to lead their own play and stay engaged and concentrate for long periods of time. They remain curious and demonstrate continued interest as they engage in well-planned activities.

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

In this inclusive setting, children establish deep bonds with their nurturing childminder and learn to play cooperatively with their peers. The well-organised environment fosters a strong sense of belonging, so that every child feels confident to engage fully in daily activities. By encouraging family input, the childminder aligns her care with established home routines. This focused consistency helps children to feel secure as they know exactly what to expect, which significantly boosts their emotional wellbeing.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 16:30

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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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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder during the inspection and reviewed written feedback from parents.

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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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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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