Childminder

Childminder

Unique reference number (URN): 2749515 Registered with Ofsted: 08/02/2024 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

Children develop a strong sense of belonging within the setting as a result of the attentive and responsive care they receive. All children have access to a broad range of learning opportunities and make excellent progress across the curriculum. They grow into confident learners who are well prepared for transitions within the setting and on to school. All children, including those who face barriers to their learning and/or wellbeing, become deeply engaged in their play and demonstrate high levels of involvement.

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Achievement Strong standard

Children explore key concepts, such as early mathematics, through hands-on experiences, such as growing sunflowers. They also begin to develop counting skills, as the childminder consistently incorporates counting into play and daily routines. All children make rapid progress in their communication and language development. Meaningful interactions from an early age provide strong foundations for children's language and cognitive growth.

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Behaviour, attitudes and establishing routines Strong standard

Children are settled, confident and show positive attitudes to their learning. They engage with activities for sustained periods, demonstrating curiosity, concentration and enjoyment. The childminder establishes clear, consistent routines that help children feel secure and understand what is expected of them. Children follow these routines well and respond positively to guidance. The childminder creates a calm, caring environment where kindness and respect are modelled consistently. She interacts with children at their level, listens carefully to their ideas and explains expectations clearly. For example, she provides simple explanations to help children understand how to keep themselves safe during play. As a result, children begin to understand the impact of their behaviour and learn to cooperate, take turns and resolve minor conflicts.

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Behaviour, attitudes and establishing routines Strong standard

Relationships are warm and trusting. Children seek reassurance when needed and show affection, demonstrating that they feel safe and secure. The childminder supports children to develop social skills through shared play and group activities. Attendance and punctuality are promoted effectively. The childminder communicates expectations with parents, helping to establish consistent routines that support children's wellbeing and readiness for future learning, including school.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are central to the childminder's practice. Thorough settling- in arrangements help to build secure relationships with children and strong partnerships with parents from the outset. As a result, children form close attachments and feel safe, secure and confident within the setting. Care practices are tailored to meet children's individual needs. The childminder is attentive and responsive, ensuring that routines, such as mealtimes and hygiene, are handled with care and respect. For example, children are encouraged to develop independence during snack times, while the childminder remains sensitive to their preferences, asking permission before offering support. Clear routines help children feel secure and understand expectations. Children are supported to develop an understanding of healthy lifestyles. The childminder promotes discussions about healthy eating, drawing on everyday experiences to extend

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Children's welfare and wellbeing Strong standard

children's understanding. Opportunities for physical development are well embedded, particularly through regular outdoor play where children engage in activities such as climbing, balancing and using ride-on toys. The childminder supports children to recognise and manage their emotions through calm interactions and consistent guidance. She also helps children understand how to keep themselves safe, including when using digital technology. Overall, children develop confidence, independence and a secure sense of wellbeing.

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Curriculum and teaching Strong standard

The childminder has a clear understanding of the curriculum and how it supports children's learning across all areas of the early years foundation stage. The curriculum is thoughtfully organised and builds on what children already know and can do. The childminder makes effective use of assessment to identify children's starting points and adapts experiences to meet their individual needs, including those who may face barriers to their learning and/or wellbeing.

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Curriculum and teaching Strong standard

Communication and language are prioritised throughout the day. The childminder consistently uses a calm, engaging approach, modelling clear speech, introducing new vocabulary and commenting on children's play. For example, during activities such as caring for plants, she uses mathematical language such as 'big', 'bigger' and 'tall' to extend children's understanding. Storytelling is used purposefully, with children actively involved in retelling familiar stories using props and recalling key words.

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Curriculum and teaching Strong standard

The curriculum places a strong focus on children's physical, personal, social and emotional development. Children develop coordination and confidence through outdoor play, such as climbing, sliding and exploring the natural environment. The childminder supports children to build on prior learning, for example linking activities to familiar stories and previous experiences. Opportunities to count, explore and problem-solve are woven into daily routines, supporting children's developing knowledge and skills.

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Inclusion Strong standard

Children benefit from an inclusive environment where their individual needs are identified promptly and accurately. The childminder knows each child well and is quick to recognise any emerging concerns, including those related to special educational needs and/or disabilities. She uses this knowledge to plan appropriate support and adapt activities, so all children can take part. The childminder takes thoughtful steps to reduce barriers to learning and wellbeing. She applies strategies gained through training and guidance from the local authority to ensure that all children are included in play, regardless of their age or stage of development. She works closely with parents and seeks advice from other professionals where needed to support children's development.

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Inclusion Strong standard

Children's progress is monitored carefully, and support is reviewed regularly to ensure that it continues to meet their needs. The childminder's proactive and attentive approach to tracking concerns in development ensure that any gaps in learning or development are picked up quickly. The childminder also makes use of the local community, including visits to the library, farm and surrounding area, to widen children's experiences. As a result, children feel included, develop a sense of belonging and make progress from their starting points.

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Leadership and governance Strong standard

The childminder demonstrates a well-established and reflective approach to her practice, with a clear focus on continually improving the quality of education and care. She accurately identifies strengths and areas for development and takes purposeful action to enhance her provision, such as extending opportunities for individualised teaching and broadening children's experiences through meaningful outings in the local community. Children's safety is given high priority. The childminder takes careful steps to protect children from online risks by thoroughly reviewing and selecting all digital content. She engages in ongoing professional development, including training in communication and language and child-led learning. This is applied in practice effectively and contributes to children's learning experiences.

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Leadership and governance Strong standard

Partnership working is embedded. The childminder maintains open and regular communication with parents, ensuring that they are well informed and involved in their children's development. She also collaborates with other childminders and professionals to share effective strategies and approaches. The childminder demonstrates high aspirations for all children. She uses her detailed knowledge of each child to support their development and prepares them well for their next stage, including school, by promoting independence, social skills and confidence in new situations.

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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 thoroughly enjoy their time in this highly inclusive and nurturing setting. Meaningful interactions are extremely effective in supporting their wellbeing and emotional development. Children show that they feel safe and secure, and they are treated with genuine care, dignity and respect by the childminder. Younger children readily seek comfort and reassurance, while older children confidently ask for help when needed.

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

Children are valued as unique individuals. The childminder is highly skilled in her interactions, maintaining a calm yet engaging approach that captures children's interest. She has a thorough understanding of the barriers some children may face in their learning and wellbeing, including those with special educational needs and/or disabilities. The childminder demonstrates detailed knowledge of each child and quickly identifies any emerging needs. She thoughtfully adapts activities to ensure that all children can participate fully. As a result, children receive tailored support, make good progress and enjoy learning alongside their peers.

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

Children display high levels of curiosity as they explore a wide range of high-quality resources and stimulating activities. A strong emphasis is placed on outdoor learning and exploration of the natural environment. For example, children enjoy identifying leaves from a crab apple tree in the garden, developing their understanding of the world around them. Older children show growing independence, such as putting on their shoes by themselves. On arrival, children enter confidently, responding to questions and demonstrating their awareness of how to keep themselves safe.

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

Children are supported to develop their physical skills through appropriate challenge and risk-taking. For instance, they learn to climb a ladder safely before using the slide. They also take part in caring for plants, confidently spraying sunflower seedlings while engaging in

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 15:00

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About this setting

Local authority: Leicestershire conversation that shows their understanding of concepts such as 'big', 'small', 'over' and 'under'.

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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 children, 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 leaders, practitioners, the special educational needs coordinator, 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.

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About this inspection

A quality assurance visit by an early years senior officer was carried out at this inspection.

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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. 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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