Childminder

Childminder

Unique reference number (URN): 136247 Registered with Ofsted: 04/11/1996 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 Expected standard

Children make appropriate progress from their starting points. Younger children develop communication skills and early social skills through stories, songs and shared play. They use a variety of words, join in with rhymes and respond to simple questions. Younger children also gain physical control as they move safely outdoors.

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Achievement Expected standard

Older children typically gain the knowledge and skills needed for their next stage. They remember previous learning, such as the primary colours, count securely and show increasing responsibility in routines. Children manage simple tasks and personal care confidently. These experiences help prepare them for school.

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Achievement Expected standard

Children who may face barriers to learning receive appropriate support. The childminder works with parents and other professionals, so children take part fully and continue to progress. Quieter and less confident children are encouraged to join activities and build relationships. However, older children's mathematical development is not as strong as some other areas of learning as they do not consistently demonstrate a secure understanding of quantity, comparison and what numbers represent.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and understand what is expected. The childminder establishes clear routines and gentle boundaries that help children feel secure. Children respond positively to reminders and move calmly between play, mealtimes and handwashing routines.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds warm relationships with children and treats them with care and respect. She offers reassurance when children feel unsettled and adapts her approach according to children's ages, stages and individual needs. For example, she uses distraction and a change of activity, such as going outdoors, to help children settle and re-engage. This helps children settle quickly and take part in daily experiences.

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Behaviour, attitudes and establishing routines Expected standard

Children typically learn to cooperate with others. They take turns, share resources and begin to consider the needs of others. Children use tools to collect spilled chickpeas and return them to the tray, showing care for shared spaces. Older children wait patiently while younger children are supported first. Younger children are encouraged to join in and experience success.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of regular attendance and keeps appropriate records. She follows up absences with parents and recognises when patterns of non- attendance may raise concerns. Children who attend benefit from consistent routines and positive expectations that help prepare them for their next stage of learning.

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Children's welfare and wellbeing Expected standard

Children benefit from caring and responsive relationships with the childminder. She knows their routines well and notices quickly when they need comfort or reassurance. Children seek support readily and generally settle well in her care. This helps them feel emotionally secure. The childminder meets children's care needs effectively through calm daily routines. She manages nappy changing discretely in a private area, asks children's permission before care routines and follows good hygiene practices. She organises rest arrangements downstairs so children sleep comfortably and remain closely supervised.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy habits well. She prepares fresh meals and snacks, offers water or milk to drink and responds carefully to dietary needs. Children eat independently and make simple choices about fruit at mealtimes.

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Children's welfare and wellbeing Expected standard

The childminder supports children's safety effectively. She risk assesses the home, recent building works, the renovated garden and outings such as school runs. She supervises children closely and teaches them how to move safely, for example turning carefully from the outdoor sofa and managing changes in level. She offers calm guidance when children need help with feelings or behaviour. This helps children develop self-assurance and wellbeing in a secure environment.

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Curriculum and teaching Expected standard

The childminder is clear about what she wants children to learn. She uses her knowledge of children's interests and next steps to plan experiences that generally support progress. She gives priority to communication and language, personal development and independence.

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Curriculum and teaching Expected standard

The childminder teaches through conversation, shared play and routines. She models language and asks questions that encourage children to think and respond. Children learn new vocabulary as they talk about animals. For example, she teaches them that baby cows are called 'calves'. Story sessions help children listen and join in with familiar words and phrases.

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Curriculum and teaching Expected standard

The childminder promotes physical development effectively. Children enjoy regular outdoor experiences where they practise balance, coordination and moving safely. Younger children build confidence as they manage steps and changes in levels. Older children generally develop skills for their next stage of learning and development.

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Curriculum and teaching Expected standard

The childminder adapts teaching for different ages and stages. She gives younger children close support and encourages less confident children to take part. However, she does not always organise adult-led activities precisely enough so learning intentions remain clear. At times, too many resources or choices are included. This means children do not always focus on the intended learning or build understanding securely. She regularly promotes mathematical language through routines and play. However, teaching of mathematics is not explicit and does not routinely deepen children's understanding of quantity, comparison and what numbers represent, particularly for older children. As a result, some children do not build mathematical understanding as securely as they could.

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Inclusion Expected standard

The childminder knows children and families well. She uses this knowledge to identify children's needs, interests and any barriers to learning or well-being. Information gathered when children start is regularly updated through discussions with parents. This helps the childminder adapt care and learning appropriately.

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Inclusion Expected standard

The childminder works closely with parents, nurseries and outside professionals to provide consistency for children. She shares information through communication books and online systems, including access to an online nursery school platform. This helps children experience joined-up support across settings. She understands how to put extra support in place, review its impact and seek advice or make referrals if concerns arise. Recent training has strengthened her understanding of special educational needs and/or disabilities (SEND).

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Inclusion Expected standard

The childminder adapts teaching and routines to meet children's differing ages, stages and needs. She uses clear language, repetition and practical experiences to help children join in and make progress. She sensitively encourages quieter children to join group play and build confidence alongside others. This helps children feel included and secure.

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Inclusion Expected standard

Additional funding is used purposefully to support children's interests and communication. For example, to purchase children's favourite books to encourage engagement in stories. The childminder monitors children's progress with parents and adjusts support so children continue to make secure progress from their starting points.

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Leadership and governance Expected standard

The childminder has responded positively since the previous inspection and taken appropriate action to improve her provision. She reflects honestly on her practice and recognises the areas that required improvement at that time. She has since renewed oversight of the provision, reviewed routines and generally strengthened how she supports children's learning and development.

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Leadership and governance Expected standard

The childminder has engaged in a broad programme of professional development. Recent training has included safeguarding, communication and language, supporting babies, behaviour, nutrition and special educational needs and/or disabilities (SEND). This has strengthened her knowledge and confidence. She has applied learning in practice, including greater focus on younger children's communication, healthier drinks choices and supporting self-regulation.

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Leadership and governance Expected standard

The childminder works constructively with the local authority adviser and values support and challenge. This has helped her review the quality of the provision and make improvements. She also works closely with parents and other settings to promote consistency for children. Families continue to use the provision over time, including siblings, which typically reflects positive relationships and trust.

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Leadership and governance Expected standard

The childminder makes decisions in children's best interests. Recent improvements, including a downstairs toilet and renovated garden, have improved routines and children's daily experiences. She managed building work appropriately so children remained safe and provision continued smoothly.

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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 happily and generally settle quickly in this welcoming home setting. They benefit from warm relationships with the childminder, who knows their routines, interests and family circumstances well. She notices when children need reassurance and responds with

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Inspector:

comfort, encouragement or a change of activity. This helps children feel safe and valued. Children play alongside each other well, take turns and share resources. They are included in daily experiences and benefit from the childminder's close partnership with parents and other settings, which helps provide consistency in their care and learning.

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Inspector:

Children enjoy a varied day with opportunities to explore, talk and learn through play. They investigate sensory materials, watch chickpeas roll down a homemade cardboard slide and sort objects by colour. Children listen eagerly to stories and join in with repeated phrases, animal names and counting. They use their imagination outdoors as they serve pretend ice cream and care for dolls in the playhouse. The childminder joins play purposefully. She models language, asks questions and introduces new words linked to size, colour and animals. Younger children become more willing to communicate. Older children typically recall previous learning, recognise colours and gain the skills needed for their move to school.

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Inspector:

Children thrive through calm routines and positive experiences each day. They develop independence as they lay the table, fetch the step to wash hands and help tidy resources away. They enjoy nutritious meals, choose fruit and are encouraged to try new foods. Children spend time outdoors each day and younger children develop physical skills as they climb, balance and move safely around the garden. Children generally behave well and respond positively to clear expectations. The childminder supports them sensitively to manage minor disagreements and feelings. Children are cared for well and experience secure routines that help them feel confident and ready to learn.

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Next steps

The childminder should sharpen the organisation of planned activities so learning intentions remain clear and children sustain concentration and engage more deeply. The childminder should extend mathematical teaching, particularly for older children, so they develop a more secure understanding of quantity, comparison and what numbers represent.

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About this inspection

The inspector spoke with the childminder 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 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. Holly Smith

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About this setting

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

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Urgent improvement

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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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