Childminder

Childminder

Unique reference number (URN): 2765409 Registered with Ofsted: 18/01/2024 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 Expected standard

Children make effective progress across all areas of learning. They develop useful communication skills, using vocabulary confidently during play and conversations. Children show a growing understanding of number, matching and simple addition. They apply these skills naturally in games and activities.

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Achievement Expected standard

Children demonstrate impressive independence for their age. They put on their own coats and shoes and follow familiar routines with confidence. Older children hold thoughtful conversations about the most appropriate clothing to wear on a snowy day. Babies develop early physical skills through supported standing, sensory play and exploration.

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Achievement Expected standard

Children show deep engagement in their play. They concentrate for sustained periods, for example when transferring rice, mixing colours or using tools outdoors. They show pride in their achievements and enjoy sharing what they know. Children are well prepared for the next stage of their education. They develop social skills, emotional security and learn behaviours that will support them in the future.

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Behaviour, attitudes and establishing routines Expected standard

Children behave very well. They listen carefully, follow instructions and show a secure understanding of the rules. The childminder provides clear, consistent guidance and models the behaviour she expects. Children respond positively to this and show kindness, patience and respect towards one another.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to learning. They persevere with challenges and stay focused during activities. They frequently celebrate their successes. When minor conflicts arise, the childminder supports children to share and take turns. She recognises that she could extend this further by helping children develop a deeper understanding of managing their feelings. For example, when children feel overwhelmed the childminder does not always use emotional language to help them connect how they feel with an emotion.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established and help children feel secure. They know when to tidy up, wash their hands and prepare for snack. Children follow the rhythm of the day confidently and move smoothly between activities. Children show curiosity and enthusiasm in both indoor and outdoor play. They talk about the weather and explore natural materials. Children engage in imaginative play with dolls, costumes and props. Inclusive approaches ensure all children take part confidently, and the childminder adapts expectations sensitively, so every child feels supported.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are central to the childminder's practice. They receive warm, responsive care that helps them feel safe and emotionally secure. Babies benefit from close physical reassurance and sensitive settling routines, which support their early attachments. Children learn about healthy lifestyles through daily routines. They wash their hands before snack, talk about germs and use 'bubbly' soap to remove them. Snack times are calm and purposeful. Children choose their food and collect their drinks.

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Children's welfare and wellbeing Expected standard

The childminder follows robust procedures relating to the early years foundation stage, including safer sleep practises and hygiene routines. Her organised use of documentation means that children are kept safe, such as those with health conditions or allergies. Babies sleep safely on their backs, and the childminder checks on them regularly. Children learn how to stay safe, for example when using tools, exploring outdoors or managing small risks in their play such as balancing and climbing.

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Children's welfare and wellbeing Expected standard

Children show high levels of wellbeing. They are confident, self assured and emotionally secure. The considered settling procedures mean that children quickly settle and form trusting relationships with the childminder. When minor frustrations occur, the childminder supports children through discussions and helps them to quickly return to play. This helps children develop the ability to overcome setbacks and develop friendships.

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Curriculum and teaching Expected standard

The childminder leads the curriculum with clear intent. She knows what she wants children to learn and plans activities that build on their interests and developmental needs. Children experience a broad range of learning opportunities, including sensory exploration and early maths. They enjoy opportunities for imaginative play and investigating the outdoors.

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Curriculum and teaching Expected standard

Teaching is warm, responsive and well planned. The childminder adapts activities skilfully so babies can join in, for example offering soft brushes, containers and sensory materials that link to the main activity. Older children receive appropriate challenge, such as counting animals, adding quantities or exploring vocabulary linked to pictures and stories.

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Curriculum and teaching Expected standard

The childminder typically uses explicit teaching to secure children's understanding of key concepts. Children learn about number and simple addition. The childminder provides activities that support matching and early problem solving through games. Children hear rich language throughout the day, which supports their communication.

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Curriculum and teaching Expected standard

The childminder reflects on her teaching and recognises that sometimes activities could be extended further. For example, she identifies opportunities to build on children's curiosity about life cycles or the natural world. This reflective approach helps her refine the curriculum over time.

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Inclusion Expected standard

The childminder understands how to recognise when a child may be at risk of falling behind. She identifies barriers early, particularly for children who are new to the setting or who may need additional emotional support.

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Inclusion Expected standard

Babies benefit from sensitive settling routines that prioritise their attachment and security before moving on to other next steps. The childminder is alert to signs of delayed development and knows when to seek advice from other professionals. She has experience supporting children with transitions and understands how changes can affect their wellbeing. The childminder uses assessment and regular observations of children to identify any areas of learning that they may find difficult. This includes children who may show delayed speech or have barriers to their learning.

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Inclusion Expected standard

Children who need extra help are included fully in the day, with activities adapted so they can participate alongside their peers. The childminder works closely with parents and shares regular updates about children's progress. Parents feel informed and comment on how much their children are learning. Children benefit from an inclusive environment where their needs are understood and met. They feel secure, valued and able to take part in all aspects of the provision.

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Leadership and governance Expected standard

The childminder has a clear understanding of her responsibilities and leads the setting with commitment. She knows her children well and plans a curriculum that reflects their interests, learning styles and developmental needs. Her ambition for children is evident in the progress they make and the confidence they show in their play.

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Leadership and governance Expected standard

The childminder engages well with parents and keeps them informed about their children's learning. Parents comment positively on the progress their children make and the range of experiences they enjoy. Learning journals show children's involvement in the community and capture their achievements over time.

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Leadership and governance Expected standard

The childminder reflects on her practice and seeks advice from fellow childminders. She uses reflective conversations to consider what is working well and what could be improved. She recognises that she has completed less training recently due to being busy and identifies this as an area to strengthen.

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Leadership and governance Expected standard

The childminder maintains clear documentation, tracks children's progress and identifies any gaps in learning. She understands the importance of early identification and works with families to support children's needs.

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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 experience warm, nurturing care from the moment they arrive. They settle quickly because the childminder takes time to understand their needs and build secure relationships. Babies who have recently joined, stay close to the childminder and receive gentle reassurance whenever they need it. This helps them feel safe enough to explore toys and early movement experiences at their own pace. Children enjoy a day filled with rich play and meaningful interactions. They become deeply engaged in activities such as during matching games, rice play and exploring dough. Children hear a wide range of vocabulary as the childminder names animals, describes actions and introduces new ideas linked to their play. This supports their communication and helps them make sense of the world around them.

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

Children learn alongside one another and show kindness and tolerance. Older children welcome babies into their play and adapt their behaviour to include them. They share toys, take turns and use language that reflects their understanding of social rules. Children show pride in their achievements, for example when counting straps on their shoes or successfully matching pairs in a game.

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

Outdoor play is a valued part of the day. Children talk about the weather, choose their coats and shoes independently and explore the garden with curiosity. They use wind streamers, chalks and water tools to investigate movement, making marks and imaginative ideas. These experiences help children develop confidence, physical skills and early scientific thinking. Children thrive because the childminder knows them well and plans activities that reflect their interests and learning styles. They feel listened to, supported and encouraged.

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About this setting

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

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Facts and figures used on inspection

As a result, children show high levels of enjoyment, confidence and emotional security throughout the day.

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Next steps

The childminder should broaden her training and development to help drive improvements in the curriculum and extend learning for children even further. The childminder should increase opportunities for children to develop deeper emotional understanding that supports them to regulate themselves.

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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 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. 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. 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

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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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