Childminder

Childminder

Unique reference number (URN): 504621 Registered with Ofsted: 19/05/1985 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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Children's welfare and wellbeing Strong standard

The childminder collaborates with her co-childminder to develop effective policies and procedures that underpin a high-quality service for children. This ensures a highly consistent and professional approach to promoting children's physical and emotional wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder skilfully plans and engages children in stimulating activities that support their understanding of a healthy lifestyle. She provides nutritious snacks and meals, talking with children about their growth and development. The childminder is highly committed to promoting oral health. She provides practical and engaging experiences that deepen children's understanding of the importance of regular tooth brushing.

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Children's welfare and wellbeing Strong standard

Children benefit from high levels of involvement in activities that help them feel calm and support them to regulate their emotions. The childminder encourages children to engage in activities, that support them in exercising, organising and calming their brain. Children enthusiastically engage in these small-group experiences, which help them feel prepared to learn. These important and effective mindfulness skills underpin children's emotional wellbeing for the future.

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Children's welfare and wellbeing Strong standard

Hygiene practices are firmly embedded, and the childminder sensitively promotes children's self-help skills and personal care by offering just the right amount of support. Children independently wipe their noses and are keen to wash their hands after disposing of the tissues. Children become increasingly independent, using appropriate equipment to climb up to wash their hands and then sitting down at the table to serve themselves fruit.

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Achievement Expected standard

All children make progress from their individual starting points and achieve well. They typically develop as curious, motivated learners who eagerly engage with a wide range of learning experiences. Children learn to play cooperatively, showing an increasing understanding of turn taking and how to work alongside their peers.

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Achievement Expected standard

Children show high levels of enjoyment when sharing books and demonstrate a keen interest in stories. Regular visits to the library further enhance their early literacy skills. Children develop as confident communicators, engaging in meaningful social interactions with their peers during play and mealtimes. They become increasingly independent, taking responsibility for simple tasks, such as pouring their own drinks, and choosing pieces of fruit.

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Achievement Expected standard

Children demonstrate a secure awareness of their physical needs. They recognise when they need to wipe their noses, dispose of tissues appropriately and wash their hands without prompting. Their mathematical understanding develops well. Children routinely count, sort and compare objects. Opportunities for children to continue their learning outdoors is not as well developed.

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Achievement Expected standard

Overall, children achieve well and develop the knowledge, skills and positive attitudes to learning that prepare them effectively for the next stage of their education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder fosters close, trusting relationships with the children. She models kind and respectful interactions that support children in treating others with respect. Children develop the skills needed to cooperate and collaborate in play. They develop early friendships and enjoy spending time with their peers. For example, children cooperate and take turns with the bubble wands so that everyone can be involved.

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Behaviour, attitudes and establishing routines Expected standard

Children typically behave well and develop positive attitudes toward their learning. The childminder helps them understand her expectations through clearly communicated simple rules. She adjusts how she supports children to make positive behaviour choices in accordance with their age and stage of development. For example, modelling turn taking as younger children explore textured fabrics. This helps children to play alongside others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works in partnership with parents and carers, holding discussions during the robust induction process to promote the importance of attendance and punctuality. This enables children to access all learning opportunities available throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

The childminder embeds respectful care routines that promote children's independence. She takes time to get to know children well and understand their lived experiences. Children who experience barriers to their learning are well supported. The childminder builds positive relationships with parents and carers to respond sensitively to children's needs and share effective strategies that are implemented in the setting. This promotes continuity of learning for all children.

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Curriculum and teaching Expected standard

Children benefit from a well-structured curriculum. The childminder works in partnership with her co-childminder to design and deliver a curriculum that supports children to thrive. The indoor curriculum offers opportunities that promote skills and knowledge across all seven areas of learning, while the outdoor curriculum currently focuses on children's physical development. This limits children's overall learning experiences in the garden, leading them to repeat their play rather than extend the skills they have already acquired.

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Curriculum and teaching Expected standard

Children develop a love of books and stories as the childminder provides frequent opportunities for singing and storytelling. The childminder engages children in cooperative action rhymes, such as 'row your boat', to extend children's listening and attention skills. Children engage joyfully as they participate with familiar words and phrases.

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Curriculum and teaching Expected standard

The childminder uses her knowledge of the children to plan for their learning. She makes effective use of ongoing assessment to decide what children need to learn next. However, during planned experiences and activities, the childminder sometimes focuses too broadly on what she wants children to learn, rather than tailoring her teaching to reflect their individual next steps.

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Curriculum and teaching Expected standard

The childminder weaves mathematical learning into children's experiences throughout the day. For example, she uses daily routines to extend children's understanding of 'more' and 'less', and 'full' and 'empty', as they select fruit and pour drinks. The childminder models accuracy when she engages children in number games. For example, supporting children to identify the correct number square when placing and arranging blocks.

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Inclusion Expected standard

The childminder establishes an inclusive and responsive learning environment in which each child is recognised as an individual with their own strengths, needs and characteristics. She observes children with care and precision, using accurate assessment to identify any emerging barriers to learning at the earliest opportunity. When developmental gaps are identified, the childminder engages parents and carers in timely, sensitive discussions. This ensures that families feel respected, well-informed and fully involved in decisions that affect their children. Children then receive appropriate support promptly, helping them to make sustained, meaningful progress.

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Inclusion Expected standard

Children who experience communication or language delay benefit from the childminder's highly effective interactions. She models a rich and varied vocabulary, allows children ample time to process their ideas, and uses open ended questions to deepen their thinking. The childminder works closely with parents, sharing practical strategies for use at home to promote consistency and continuity in children's learning.

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Inclusion Expected standard

Children known to social care are well supported and make secure progress. The childminder ensures that they experience healthy, predictable routines and works in partnership with families to provide appropriate guidance. She contributes effectively to multi-agency work, helping to ensure that children receive the coordinated support they need to thrive.

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Inclusion Expected standard

The environment is thoughtfully organised to promote independence, participation and a secure sense of belonging for all children. The childminder's inclusive ethos ensures that every child feels valued and capable. Through careful adaptation of activities, the reduction of barriers to learning and the celebration of diversity, she creates a setting where children are well prepared for the next steps in their learning.

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Leadership and governance Expected standard

The childminder works in a respectful partnership with another childminder. Together, they typically reflect on their overall practice and engage in professional discussion to drive improvement across the provision. On occasion, the objectives for adult led experiences are broad and therefore the childminder does not focus sharply on children's individual next steps in order to build on what they already know and can do.

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Leadership and governance Expected standard

The childminder operates an effective key person system, which helps her develop secure, trusting relationships with the parents and carers of her key children. Parental partnership is a priority for the childminder, and she supports families wherever possible. For example, she shares strategies and approaches that are successful in the setting with parents and carers. This helps to provide continuity and stability for children. The childminder shares information appropriately with other agencies and professionals. She develops positive working relationships with others to maximise the support available to the children she cares for, including social care and education.

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Leadership and governance Expected standard

The childminder continuously identifies ways to extend her skills and knowledge. She has recently completed a professional development programme. The childminder identifies how this has had a positive impact on her practice, for example, by developing new ideas through networking with other professionals.

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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 achieve well and thrive in the consistently warm, nurturing presence of the childminder. Her positive approach which is grounded in respectful and trusting relationships, helps children to feel secure, valued and ready to learn. The childminder takes time to get to know each child deeply, understanding their personalities, interests and emotional needs. This enables her to respond to each child with sensitivity, offering comfort, encouragement and reassurance whenever needed, particularly for those who may experience disruption in their home lives. Children develop a secure sense of belonging in her care, which supports their confidence and willingness to explore.

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

Children confidently share their thoughts and ideas, and seek out the childminder for reassurance and as a play partner. They joyfully take up opportunities and delight in spending time with their peers. Children look after each other and are aware of others' wellbeing. For example, they make sure that everyone can choose their favourite fruits as they sit together during snack time.

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

Children make progress and achieve well in this setting. The childminder typically implements a curriculum that helps them build on what they already know and can do.

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

Children benefit from regular access to the outdoor play space. They show high levels of enjoyment as they chase bubbles and use large brushes to make marks on different surfaces. These activities effectively support the development of children's gross motor skills, helping them build strength, coordination and control in their larger muscles.

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

Children know that their ideas matter and that their feelings will be acknowledged. The childminder consistently promotes emotional resilience, independence and curiosity. This secure foundation enables children to engage fully in play and helps them to feel prepared for the next stage of their education. Children develop as confident and independent learners.

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Next steps

The childminder should sharpen her focus on children's individual next steps during planned and adult supported experiences to extend learning more effectively. The childminder should strengthen the outdoor curriculum to enhance learning opportunities and ensure children access experiences across all seven areas of learning in order to help them make the best progress.

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About this setting

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

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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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