Childminder

Childminder

Unique reference number (URN): 504254 Registered with Ofsted: 22/09/1999 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

Children make rapid progress from their starting points and show confidence across all areas of learning. They communicate well, share ideas, recall stories they have listened to and use a growing range of vocabulary. Children use language confidently during play and routines and apply early mathematical skills, for example counting, grouping and recognising quantities.

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Achievement Strong standard

Children build on what they already know through meaningful experiences both within the setting and during regular outings in the local community, which form an important part of their learning. All children, including those who may face barriers to learning, are supported to take part fully and make progress in line with their stage of development.

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Achievement Strong standard

Children develop the skills they need for their next stage in learning. They become increasingly independent, manage routines confidently and cooperate well with others. This shows they are well prepared for what comes next, including school where appropriate.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes a calm and positive environment where expectations for behaviour are clear and consistently understood. Children respond very well to these expectations. They demonstrate positive manners, for example using 'please' and 'thank you' when sharing resources, and they show respect for one another. Children follow routines confidently as they independently collect their chairs and water bottles ready for story time and tidy away resources after activities.

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Behaviour, attitudes and establishing routines Strong standard

Children develop warm and trusting relationships with the childminder. She provides very focused care and support for the small number of children in her care and responds intently to their individual needs. Children interact positively with each other, cooperate well and show an awareness of others' feelings. For example, they praise each other's work and support one another during activities. Children learn to take turns, share resources and begin to manage minor disagreements with appropriate support. Children show very positive attitudes to learning and remain engaged in activities for sustained periods. During the science experiment, and in imaginative play, they show pride in what they do.

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Behaviour, attitudes and establishing routines Strong standard

The childminder adapts her approach to meet children's individual needs, supporting them in line with their age and stage of development while encouraging increasing independence in managing behaviour and routines. This supports all children, including those who may face barriers to learning, to understand expectations and develop positive behaviour. Children attend regularly and benefit from the consistency this provides.

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Children's welfare and wellbeing Strong standard

The childminder provides effective care that meets children's individual needs. She knows the children well and adapts routines and care practices to support their development. For example, she supports children at different stages of toileting and independence, providing guidance where needed while encouraging increasing self-care skills. Mealtimes are carefully managed, with the childminder preparing food to meet children's needs and supporting them to understand healthy choices.

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Children's welfare and wellbeing Strong standard

Children develop warm and secure relationships with the childminder. The small, consistent group supports children in feeling safe, valued and confident to share their ideas and seek support. The childminder supports children to recognise and manage their emotions, for example by guiding them through minor disagreements and helping them understand the feelings of others.

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Children's welfare and wellbeing Strong standard

Children develop an understanding of their physical development, health and safety. They follow good hygiene routines, such as washing their hands and brushing their teeth. They learn how to keep themselves safe through everyday experiences and discussions. Daily access to the garden and regular outings support their physical development. They move confidently and develop coordination.

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Children's welfare and wellbeing Strong standard

Care practices are adapted to meet children's individual needs, ensuring all children, including those who may face barriers to learning or wellbeing, feel safe, supported and included. Routines are flexible and responsive, supporting children's individual needs and promoting their overall wellbeing.

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Curriculum and teaching Strong standard

The childminder has a clear and confident understanding of her curriculum and reflects on her practice to continually develop what she offers. She plans meaningful experiences based on what children know and can do, using her observations to adapt activities so they meet each child's needs and stage of development. The childminder uses assessment effectively to adapt teaching so all children, including those who may face barriers to learning, take part fully and make secure progress from their starting points.

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Curriculum and teaching Strong standard

Children benefit from a broad and engaging curriculum that extends well beyond the home. Regular outings to places such as the beach, parks, aquariums and community groups form a central part of children's learning. These experiences help children develop confidence in different environments and deepen their understanding of the world. Children show high levels of curiosity and involvement and apply their knowledge across areas of learning.

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Curriculum and teaching Strong standard

The childminder places a clear focus on developing children's language and communication. She models and extends vocabulary throughout the day, and children use a growing range of language. This includes mathematical words such as 'a couple' while confidently counting during play and routines. The childminder gives high priority to children's personal, social and emotional development. Children develop confidence, independence and positive relationships as they manage routines and play cooperatively. Physical development is well supported through daily access to the garden and regular outdoor experiences, where children develop coordination, control and confidence in their movements.

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Inclusion Strong standard

The childminder creates an inclusive environment where she knows the children well and understands their individual needs. Children are confident to share their ideas, make choices and take part fully in daily routines and experiences. The childminder observes children and works closely with parents to identify when extra support may be needed, and uses this knowledge to plan support that helps children gain confidence and participate fully in the setting.

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Inclusion Strong standard

The childminder reduces barriers to learning by adapting routines, activities and the environment so that all children can take part. Children access activities at their own level, for example when counting with support or developing independence in routines. The childminder manages individual needs, including health and dietary requirements. She monitors children's progress, including completing the 2-year progress check, and shares this with parents.

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Inclusion Strong standard

The childminder has developed a responsive approach to working in partnership with parents, supporting consistency in children's learning and development. She works with other settings and professionals where needed to support continuity of care. There are currently no children in receipt of early years pupil premium funding or known to social care. However, children feel included, valued and confident within the setting, and all children, including those who may face barriers to learning, make secure progress from their starting points.

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Leadership and governance Strong standard

The childminder demonstrates a clear and confident understanding of the strengths of the provision and maintains a consistently high-quality standard of care and education. She reflects on her practice and develops approaches to support positive outcomes for children, including developing a responsive approach to communication with parents. She talks with them daily and shares information about their children's development.

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Leadership and governance Strong standard

The childminder understands her responsibility for the overall quality of the provision and makes well-considered decisions that prioritise children's best interests. She intentionally maintains small numbers, which enables her to provide highly individualised care and respond closely to each child's needs. She adapts her practice to meet children's differing needs, including those who may face barriers to learning, ensuring all children can access learning and daily routines.

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Leadership and governance Strong standard

She manages her workload effectively, prioritising time with children and focusing on meaningful observations and interactions. She engages in relevant professional development and applies this knowledge in practice to support children's 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 are happy, settled and confident in this nurturing, home-from-home environment. They form warm and secure relationships with the childminder, which helps them feel safe, valued and ready to learn. The small group supports children to build close friendships and develop positive social skills. Children play cooperatively, show kindness towards one another and use good manners, for example saying 'please' and 'thank you' as they share resources and support each other during activities.

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Inspector:

Rachel Wells Children enjoy a rich and engaging curriculum that extends well beyond the home. Daily outings to places such as the beach, parks and community groups provide meaningful opportunities for children to explore the world around them. Children show curiosity and excitement as they take part in activities such as exploring changes during simple science experiences or engaging in imaginative play. They remain focused for sustained periods and take pride in what they do.

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Inspector:

Children achieve well from their starting points. They develop strong communication skills as they confidently share ideas, recall experiences and use new vocabulary. They apply early mathematical skills in play and routines, such as counting and using number language. Children become increasingly independent as they manage routines such as tidying up, preparing for activities and developing self-care skills. This helps prepare them well for their next stage, including school.

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Inspector:

Children are supported to feel safe and develop an understanding of how to keep themselves healthy. They follow good hygiene routines, learn about healthy food choices and develop an awareness of safety during everyday experiences. All children, including those who may face barriers to learning, are supported to take part fully and feel included. Children attend regularly and benefit from the consistency and security this provides, enabling them to thrive.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged learners, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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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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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

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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