Childminder

Childminder

Unique reference number (URN): 2789284 Registered with Ofsted: 18/06/2024 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 make excellent progress from their individual starting points across all areas of learning. Communication and language development are particularly secure. Children communicate confidently, listen attentively and use an increasingly wide vocabulary during conversations, stories, role play and daily routines. Even the youngest children demonstrate mature speaking and listening skills and engage enthusiastically in discussions and imaginative play.

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Achievement Strong standard

Children who face barriers to learning, including children with special educational needs and/or disabilities and those known, or previously known, to social care, make rapid progress from their starting points. They develop confidence, independence and positive attitudes towards learning and participate fully in the life of the setting.

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Achievement Strong standard

Children develop the knowledge and skills they need for their future learning. They show high levels of independence during daily routines, cooperate well with others and sustain attention during activities. Older children develop early literacy, mathematical and physical skills that prepare them well for school and the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from a highly positive environment where expectations for behaviour are clear, consistent and well understood. Children confidently access toys and independently choose activities that interest them. This promotes engagement, independence and positive attitudes towards learning. Relationships between the childminder and children are incredibly warm, nurturing and trusting. Children feel emotionally secure and demonstrate confidence as they seek reassurance, share ideas and engage in play and conversations.

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Behaviour, attitudes and establishing routines Strong standard

Children are supported very effectively to collaborate and develop positive relationships with others. They are consistently encouraged to show kindness, use manners and respect one another. As a result, children willingly share resources, take turns and work together cooperatively during play and daily routines.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes the importance of punctuality and attendance effectively. Attendance is monitored carefully, and the childminder works closely with parents and carers to help them understand the importance of consistent routines in supporting children's emotional wellbeing, security and learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder considers children's age, stage of development and individual needs very well when supporting behaviour and expectations. Adjustments and additional support are provided to ensure all children, including those with special educational needs and/or disabilities, can participate successfully and feel fully included.

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Behaviour, attitudes and establishing routines Strong standard

A culture of kindness, care and respect is embedded. The childminder models positive behaviour consistently and applies expectations effectively, helping children develop confidence, self-regulation and highly positive attitudes towards learning.

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Children's welfare and wellbeing Strong standard

Children's individual needs are met effectively through warm, responsive and consistent care that is tailored to their stage of development and individual circumstances. The childminder knows children well and ensures all children, including those with special educational needs and/or disabilities and those who may face barriers to learning or wellbeing, are fully included and supported to thrive.

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Children's welfare and wellbeing Strong standard

Secure and trusting relationships are a clear strength. Children form secure attachments with the childminder and confidently seek reassurance, comfort and interaction. Children feel safe, emotionally secure and valued within the nurturing environment. Children develop a secure understanding of health, safety and physical wellbeing through meaningful teaching and daily routines. For example, the childminder reads books about brushing teeth and uses a model mouth to demonstrate effective brushing techniques. She discusses oral hygiene and the role of the dentist, in detail, helping children develop a secure understanding of how to keep themselves healthy.

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Children's welfare and wellbeing Strong standard

Children are supported very effectively to recognise, express and manage their emotions. The childminder uses mirrors, flashcards and discussions to help children identify and talk about feelings such as happiness, sadness and excitement. Children confidently express emotions and develop a secure sense of emotional wellbeing. Daily routines are embedded successfully and promote children's independence and self-care skills very well. Children wash and dry their hands independently, using their own towels, and follow familiar routines confidently. The childminder maintains high expectations for children's welfare and wellbeing and supports parents and carers appropriately to understand online safety and the safe use of digital technology.

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Curriculum and teaching Strong standard

The childminder has a secure understanding of the curriculum and implements teaching effectively to match children's individual ages, stages and interests. She adapts teaching responsively during activities to maintain children's engagement and extends learning successfully. For example, when younger children become disengaged during a story, the childminder adjusts the approach immediately to re-engage children and sustain involvement.

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Curriculum and teaching Strong standard

The curriculum is ambitious, broad and balanced and covers all areas of learning effectively. Children benefit from meaningful experiences that build progressively on prior learning and help them make purposeful connections. For example, after participating in a litter pick, outdoors, children use tweezers to remove litter from a tray containing sea creatures, strengthening motor skills while deepening their understanding of caring for the environment.

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Curriculum and teaching Strong standard

The childminder supports children's communication and language development extremely well through play and daily routines. High-quality interactions, effective modelling and purposeful questioning help children build vocabulary and confidence in speaking. Mathematical language is woven naturally into activities and routines, with words such as 'next to' and 'under' introduced meaningfully during play. Personal, social and emotional development is prioritised. Nurturing interactions and role-play activities help children develop empathy, confidence and understanding of the world around them. Assessment arrangements are robust and inform teaching effectively. The childminder uses detailed observations and secure knowledge of children's starting points to tailor teaching precisely and plan ambitious next steps in learning.

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Inclusion Strong standard

The childminder identifies children's individual needs effectively through detailed observations, close partnership working with parents and carers and robust assessment procedures. Settling-in arrangements and daily routines are adapted carefully to meet individual needs and to help children feel safe, secure and fully included within the setting. The childminder reduces barriers to learning and wellbeing successfully through highly inclusive practice, tailored support and thoughtful adaptations to activities and experiences. Teaching and interactions are adapted skilfully to reflect children's stages of development, interests and next steps in learning. This helps children participate confidently, remain engaged and make secure progress from their starting points.

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Inclusion Strong standard

Assessment arrangements are highly effective, and rigorous monitoring of children's development supports their progress. The childminder uses ongoing observations and effective tools to identify gaps in learning precisely and plan ambitious next steps. These are tailored to children's individual needs and are embedded consistently into daily activities and interactions.

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Inclusion Strong standard

The childminder works very effectively with parents, professionals and external agencies to shape children's support and experiences. Communication with families contributes to consistent care and learning between home and the setting. The childminder seeks advice and additional support promptly to help secure the best possible outcomes for children. Additional funding and resources are used very effectively to support disadvantaged children and those who face barriers to learning and wellbeing. The childminder works sensitively and proactively with families and professionals to support children known, or previously known, to social care, helping to provide stability, emotional security and continuity of care.

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Leadership and governance Strong standard

The childminder demonstrates a reflective approach to leadership and continues to refine practice to improve outcomes for children. She recognises the importance of balancing well- established routines with responding flexibly to children's interests and engagement. As a result, she continues to strengthen her child-led approach and ensure learning experiences remain responsive and meaningful.

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Leadership and governance Strong standard

The childminder has a secure understanding of her strengths and uses ongoing reflection to identify and implement improvements. She is committed to maintaining a high-quality, inclusive provision that supports all children, including those with special educational needs and/or disabilities, disadvantaged children and those who face barriers to learning or wellbeing. The childminder makes decisions in children's best interests and adapts practice appropriately to meet individual needs. She values feedback from parents and carers and acts promptly on suggestions raised, demonstrating a commitment to continuous improvement and partnership working. Professional development is effective and ongoing. The childminder engages in regular training, local authority updates, networking opportunities and special educational needs coordinator support. Training linked to safe sleeping and the early identification of sleep-

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Leadership and governance Strong standard

related needs strengthens knowledge and practice.

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Leadership and governance Strong standard

The childminder works closely with parents and external professionals to support consistency and positive outcomes for children. Information-sharing is effective and helps ensure children's needs are understood and met appropriately.

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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 a rich, engaging and carefully considered curriculum that extends beyond the setting and helps them develop confidence, curiosity and a strong sense of belonging within the wider community. They enjoy regular opportunities to attend local groups and outings, including music sessions at a care home, visits to country parks and physical activity sessions. These experiences help children build social skills, confidence in unfamiliar environments and positive relationships with a wide range of people.

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

Children benefit from a warm, welcoming and nurturing environment where they feel safe, valued and confident to explore. They form secure relationships with the childminder, who knows them well and supports their learning through responsive interactions and meaningful conversations. As a result, children are happy, settled and eager to participate in activities.

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

Outdoor learning is a notable feature of the provision. Children spend significant amounts of time exploring imaginative and sensory experiences in the outdoor kitchen. They investigate water play using jugs, coloured water and natural materials, talking confidently about what they can see and do. Children experiment with mixing and pouring and count items such as pine cones while creating 'potions'. These experiences support communication and language, early mathematical development and children's natural curiosity.

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

Children enjoy a wide range of creative and imaginative experiences. They engage in role play, such as hosting tea parties and caring for dolls, which helps them develop communication, cooperation and social skills. Activities inspired by familiar stories encourage children to use their imagination and extend their language. For example, children recreate elements of stories while exploring materials such as sand and natural resources.

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

Children confidently move between activities, understand routines and demonstrate good manners in their interactions with others. They develop increasing independence and show enthusiasm for learning. The inclusive environment ensures that all children participate fully and make progress from their starting points. As a result, children develop the knowledge, skills and confidence they need for their next stage of learning while thriving in a setting where they feel secure, respected and valued.

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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 setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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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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About this inspection

The inspector spoke with the childminder 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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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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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