Childminder

Childminder

Unique reference number (URN): 2779259 Registered with Ofsted: 15/04/2024 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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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate highly positive attitudes towards their learning and play. They are confident, motivated and eager to participate in activities throughout the day. Children concentrate well, sustain engagement in activities and show perseverance when completing tasks, such as using tweezers and small tools during sensory and fine motor activities.

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Behaviour, attitudes and establishing routines Strong standard

Children clearly understand the routines and expectations of the setting well. They follow daily routines confidently, including washing hands, sitting together at mealtimes and helping to tidy away resources. Older children show increasing independence and responsibility for their own self-care. Children consistently behave well and show kindness and respect towards one another. For example, older children offer toys and reassurance to younger children when they become unsettled.

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Behaviour, attitudes and establishing routines Strong standard

Children develop effective social skills and secure emotional wellbeing. They form warm and trusting relationships with the childminder and confidently seek reassurance when needed. Children learn how to manage their feelings and behave appropriately for their age and stage of development. The calm and nurturing environment helps children feel secure and valued. The childminder monitors attendance carefully, and children attend regularly. Children settle quickly, enjoy their time at the setting and demonstrate a positive sense of belonging.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are consistently promoted effectively. Children form secure and trusting relationships with the childminder and show that they feel emotionally safe and reassured in her care. They confidently seek comfort, reassurance and support when needed and demonstrate a real sense of belonging within the setting.

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Children's welfare and wellbeing Strong standard

Children benefit from a calm, nurturing and inclusive environment where their individual needs and circumstances are understood and responded to sensitively. For example, the childminder is highly attentive and effectively considers the individual needs and personal experiences of children and families when making decisions about care routines and support. The childminder recognises when children require additional reassurance and emotional support, helping them feel secure and valued. Younger children settle well and confidently approach visitors, reflecting the secure attachments they have formed.

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Children's welfare and wellbeing Strong standard

Children develop a good understanding of healthy lifestyles and personal safety. They enjoy daily outdoor play, remain well hydrated in warm weather and learn about healthy eating through activities such as preparing snacks and smoothies. Children learn to manage risks safely as they use climbing equipment, food safety knives and wheeled toys with confidence and increasing independence.

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Children's welfare and wellbeing Strong standard

Children's emotional wellbeing is supported effectively. They learn to recognise and manage their feelings appropriately for their age and stage of development. As a result, children are happy, secure and thrive in this welcoming environment.

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Achievement Expected standard

Overall, children make progress from their starting points and develop the knowledge and skills needed for their future learning. They show increasing confidence and independence in their daily routines and play. Older children manage tasks such as pouring drinks, washing their hands and using safety knives to cut their fruit with growing competence. Younger children are supported to develop physical skills well and become increasingly mobile and confident in handling various tools and exploring the environment. Children enjoy conversations, sing familiar songs and begin to use new vocabulary linked to topics and activities.

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Achievement Expected standard

Children show enthusiasm for outdoor play. They develop good physical skills as they negotiate space successfully, manoeuvre wheeled toys around obstacles and use climbing equipment and the slide with increasing confidence and coordination. Children demonstrate growing independence and resilience as they take manageable risks in their play and eagerly return to activities that interest them. Their enjoyment of outdoor learning contributes positively to their physical development, confidence and wellbeing.

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Achievement Expected standard

Children typically demonstrate positive attitudes to learning and engage enthusiastically in activities. They sustain attention during play and show curiosity when exploring the natural world. Children develop important social skills, including sharing, kindness and empathy towards others. They are developing the confidence, resilience and independence needed for their next stage of learning.

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Curriculum and teaching Expected standard

The childminder typically provides a broad curriculum that supports children's learning across all areas of the early years foundation stage. She understands children's individual interests, stages of development and next steps in learning, and uses this knowledge to plan activities that engage children and build on what they already know and can do. Children enjoy a balance of adult-led activities and opportunities for independent play and exploration.

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Curriculum and teaching Expected standard

The childminder places a clear emphasis on supporting children's communication and language development. She introduces new vocabulary during activities and conversations, particularly when children explore topics such as mini beasts and the natural world. Mathematical concepts are woven into daily routines and play experiences. For example, children count objects or the number of legs mini beasts have, compare their sizes and explore patterns during activities. However, at times, the childminder does not give children enough time to think and respond to questions to extend their problem-solving and thinking skills further.

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Curriculum and teaching Expected standard

The childminder uses assessment to identify children's progress and any emerging gaps in learning. Overall, she adapts teaching appropriately to support children with differing needs and experiences, including those who may face barriers to learning or wellbeing. Children are encouraged to develop independence skills that help prepare them for their next stage of learning and eventual move to school.

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Inclusion Expected standard

The childminder typically demonstrates an inclusive approach and knows children and their families well. She identifies children who may face barriers to their learning or wellbeing and works closely with parents and external professionals to ensure children receive appropriate support. Children with emerging special educational needs and/or disabilities are identified promptly, and referrals are made in a timely manner to access additional support when needed.

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Inclusion Expected standard

The childminder uses assessment effectively to monitor children's progress and identify any gaps in learning. She adapts activities and routines to ensure all children can participate fully. For example, visual prompts, signing and adapted resources are used to support communication and understanding. Additional funding, such as early years pupil premium funding, is used appropriately to reduce barriers to participation and support children's individual needs. This includes providing resources, clothing and experiences that help children access all activities alongside their peers.

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Inclusion Expected standard

Children who experience changes in their personal circumstances receive sensitive support to promote their emotional wellbeing. The childminder values children's individuality and promotes an environment where children feel included, respected and supported. As a result, children develop confidence, feel secure and make progress from their starting points.

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Leadership and governance Expected standard

The childminder demonstrates professional conduct and is committed to providing a safe and welcoming environment for children and their families. She keeps mandatory training and policies up to date to help ensure children remain safe. Overall, the childminder recognises the strengths of her setting and identifies areas for further improvement. She is typically reflective about her practice and is keen to continue developing her practice, knowledge and skills, including further learning linked to supporting children with special educational needs and/or disabilities. However, evaluation processes are not yet rigorous enough to embed consistently high-quality practice across all aspects of teaching and learning. Nonetheless, the childminder has made appropriate improvements since registration, which positively contribute to children's experiences and outcomes.

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Leadership and governance Expected standard

The childminder establishes positive relationships with parents and communicates regularly about children's care, learning and development. Parents speak positively about the care and support their children receive. They value the warm relationships established and are kept informed about children's progress and next steps in learning. The childminder also works appropriately with external professionals and community services to support children and families when additional help is needed.

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Leadership and governance Expected standard

Children benefit from the childminder's experience and understanding of early years practice. She promotes children's independence, confidence and preparation for their next stage of learning. The childminder considers the needs of individual children and families when making decisions. As a result, children are settled, secure and make progress from their starting points.

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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 are happy, confident and settled in this welcoming setting. They form warm and secure relationships with the childminder, who knows them well and responds sensitively to their individual needs. Children feel safe and valued, and they demonstrate a real sense of

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Inspector:

belonging. They confidently explore the environment and eagerly engage in activities that capture their curiosity and imagination. Children enjoy rich opportunities to investigate the natural world. For example, the current topic has sparked real fascination, and children enthusiastically explore mini beasts in the garden. They engage deeply in sensory play linked to the lifecycle of bees, feeling different textures, observing colours, and learning how bees collect pollen to make honey. children use tools such as easy grip tweezers and tongs with increasing control and coordination, developing important fine motor skills while showing perseverance and pride in their achievements.

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Inspector:

Children sustain concentration well and show positive attitudes towards learning. The childminder has high expectations for children's behaviour and independence. Children learn clear routines and boundaries, such as washing their hands, sitting together at mealtimes and how to keep safe on outings. Older children demonstrate kindness and empathy towards younger children, offering comfort and support when needed. The calm and nurturing approach used by the childminder helps children learn how to manage their emotions and develop respectful relationships with others.

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Inspector:

Children's welfare and wellbeing are promoted effectively. The childminder works closely with families to ensure children's individual needs are consistently met. Children benefit from healthy routines, daily outdoor play and opportunities to learn about healthy lifestyles and personal safety. The childminder adapts care and routines sensitively to support children through changes in their lives. As a result, children thrive emotionally, feel reassured and develop the confidence and skills needed for their future learning.

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Next steps

The childminder should focus on high quality interactions and give children more time to respond to questions and use their problem-solving skills. The childminder should strengthen her reflection and analysis strategies to embed highly ambitious and consistent practice, to support the overall quality.

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About this inspection

The inspector spoke with the childminder and children and reviewed parent's feedback 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. Anneliese Fox-Jones

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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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