Childminder

Childminder

Unique reference number (URN): 2743361 Registered with Ofsted: 23/11/2023 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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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children in her care. She is a calm and reassuring role model. The childminder encourages a happy and respectful environment and demonstrates a genuine kindness towards the children in her care. Children have formed close and trusting bonds with her. Children understand the familiar routines that provide children with a real sense of security.

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Behaviour, attitudes and establishing routines Expected standard

Children understand the expectations for behaviour, and children's behaviour is extremely positive. They make friendships with others attending. Older children are very considerate and kind towards younger children attending. The childminder generally supports children's emotional wellbeing. Children have some opportunities to talk about how they are feeling and learn about their feelings and emotions and the impact some behaviour has on others during play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is mindful of the importance of punctuality and attendance to ensure children are fully involved, ready to learn and settle quickly. Therefore, settling-in sessions are tailored to meet children's individual needs and ensure regular attendance.

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Children's welfare and wellbeing Expected standard

The childminder provides a warm, safe and secure environment where children feel comfortable and cared for. She establishes responsive relationships that support children's emotional wellbeing and confidence. Children are beginning to identify their emotions and have the vocabulary to express how they feel. For example, when they hurt themselves they say they feel sad and confidently seek cuddles and reassurance when needed. Children typically develop a sense of emotional wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder promotes lots of outdoor play experiences in the local environment. She recognises the importance of keeping children healthy and active. Children routinely enjoy their time in the local play park or on daily walks. They develop their physical skills as they run and climb in the fresh air. The childminder works closely with parents and provides them with useful information and guidance on healthy meal choices and how to promote positive oral health. The childminder sets clear expectations and provides guidance to help children manage their belongings, follow routines and use the toilet independently. They learn the importance of staying safe through play and routines, such as handwashing before meals and when returning from garden play.

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Achievement Needs attention

Overall, children make some steady progress from their starting points, such as in their social and emotional development and communication and language. Children eagerly participate and communicate well in group conversations. They sit and concentrate, waiting their turn to sing the 'hello' song and welcome their friends. They confidently ask for help when needed, for example when preparing for outdoor play.

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Achievement Needs attention

Over time, children develop some skills they need for the next stage of their learning. They are inquisitive and confidently ask questions. They learn skills needed to be independent learners through daily routines, and they demonstrate they feel safe and secure in the childminder's care. While some assessments are now in place and provide a clearer picture of each child's progress, achievement is not yet consistent. Children are not yet making the best possible progress, as weaknesses in how the childminder plans for their learning impacts outcomes for their learning.

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Curriculum and teaching Needs attention

The childminder has strengthened her knowledge, through training opportunities on how children learn and child development, since the last inspection. However, the curriculum still does not support children's learning effectively and ensure they make the best possible progress. This is because there is a lack of appropriate, exciting and inspiring learning opportunities. The curriculum is initially designed around children's interests and what they need to learn next. However, teaching does not consistently explore children's responses in depth or extend learning to the highest level. For example, children show excitement and interest as they find bugs and worms in the garden; while some conversation takes place as children count worms, the childminder does not react to maximise this opportunity to support children's learning further. They show curiosity at new toys in the garden but are unable to

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Curriculum and teaching Needs attention

use them as they are not provided with the resources they need, such as water. Therefore, children lose interest and move away.

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Curriculum and teaching Needs attention

Children show an enthusiasm to learn. They are keen and eager to try new things. They are confident, and they behave extremely well. Overall, communication and language development is supported. The childminder speaks calmly and introduces new vocabulary during discussions. The childminder typically weaves mathematical language in activities that she presents. Children count, compare size and name colours confidently while participating in adult-led activities.

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Inclusion Needs attention

The childminder is aware of the need to support the learning and development for all children, including those with special educational needs and/or disabilities (SEND). While the childminder knows the children well and their individual care needs are met, weakness in assessments and teaching means children do not consistently receive the support they need to ensure they reach their full potential. In addition, while children are comfortable in the childminder's home and move around with confidence, the environment impacts negatively on how children can learn. This is because they cannot easily access resources they need to engage in purposeful learning. There is not yet a consistent approach to ensure meaningful and focused interactions and a variety of quality learning opportunities within an inclusive environment to make a positive difference for all children.

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Inclusion Needs attention

The childminder has established positive partnerships with parents and does understand the need to seek early intervention as required. She understands any additional funding received, such as the early years pupil premium, is used appropriately.

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Leadership and governance Needs attention

The childminder generally undertakes professional development to ensure that children are well cared for and safe. She engages in training and updates her knowledge of safeguarding procedures, which maintains children's safety and wellbeing. However, the childminder does not focus precisely on other areas of her practice to build on her existing strengths and identify further opportunities for development. This focused reflection will help to improve learning outcomes for all children, including disadvantaged children, those previously known to children's social care and those with special educational needs and/or disabilities or other barriers to learning.

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Leadership and governance Needs attention

The childminder establishes positive partnerships with parents and, generally, other settings children may attend. The childminder gathers key information before children start attending regarding their care needs and communicates with parents about children's interests and routines. The childminder seeks parents' views and feedback through questionnaires. The childminder acknowledges that she works well as a part of a team with her co-minders. However, while the childminder typically contributes what she knows about children in her care, she does not have a sound knowledge of the importance of assessments, such as initial assessments and the required progress check at age 2.

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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

The childminder has improved her knowledge and understanding of child development since the last inspection. She is committed to improving and is more aware of how to deliver a broad curriculum through participating in training opportunities. However, this is still not yet fully understood by the childminder, or embedded in practice. Therefore, children do not get the best start in life. This is because the current approach does not always provide planned and targeted learning for all children, including those who may require additional support or face barriers to learning. As a result, while children do make some progress overall, this is not as rapid as it should be. Children are not explicitly taught to develop the most positive attitudes towards their learning to prepare them for the next stage, such as their transition to nursery or school.

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

That said, children are confident and settled. They are welcomed by the kind and caring childminder. They are keen to explore, and enthusiastically join in adult-led activities. They regularly participate in outings outside of the home, and this helps build their confidence and social skills and understanding of the wider community around them. Children form secure attachments with the attentive childminder and feel safe and secure in their environment. The childminder is a calm role model and helps children to develop positive behaviours through her expectations and consistent approach. Children build friendships with others attending and play cooperatively.

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

Children excitedly respond when it is time to play outdoors. Some children show independence in their self-care and competently dress in preparation for going in the garden. They also have some opportunities to learn skills needed to be independent, such as when visiting the bathroom. The childminder is aware of the importance of punctuality and attendance to ensure children can fully participate and ensure their wellbeing.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

improve activities to ensure they are easily accessible and provide greater levels of interest and excitement that spark and ignite children's curiosity 22/07/2026

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Action Completion Date

strengthen knowledge of the use of assessments to inform and adjust the curriculum to support all children's development 22/07/2026

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Action Completion Date

engage in focused professional development opportunities to consistently evaluate the provision, in order to identify weaknesses and drive improvement more effectively 22/07/2026

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About this inspection

The inspector spoke with the childminder and the 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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