Childminder

Childminder

Unique reference number (URN): 2789285 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, particularly in communication and language. Children communicate confidently and listen attentively. They use an increasingly wide vocabulary during conversations, stories, songs and imaginative play. From the youngest age, children show secure recall skills and join in enthusiastically with familiar stories and rhymes.

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Achievement Strong standard

Children who face barriers to learning, including disadvantaged children and those with special educational needs and/or disabilities, make rapid progress from their starting points. They develop growing confidence, resilience and positive attitudes towards learning. Children become increasingly independent in managing routines, making choices and taking responsibility within the setting.

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Achievement Strong standard

Children develop mature social skills and form positive relationships with others. They learn to cooperate, share resources and work collaboratively during play and daily activities. Children show kindness towards one another and demonstrate high levels of engagement and enjoyment in learning. Children are extremely well prepared for their next stage of learning, including school. Older children develop the physical skills needed for mark making and show high levels of concentration, confidence and independence during adult-led and self-chosen activities.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive in a highly positive environment where expectations for behaviour are clear, consistent and well understood. The childminder establishes effective routines and uses visual prompts, such as a daily timetable board, to help children understand what is happening next. This helps children feel secure, settled and confident throughout the day.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and children are exceptionally warm, nurturing and trusting. Children respond positively to the childminder's calm and respectful approach and confidently seek support, reassurance and interaction during play and routines.

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Behaviour, attitudes and establishing routines Strong standard

Children develop strong social skills and learn to cooperate well with others. They frequently share resources voluntarily, take turns and work collaboratively during play without needing adult prompting. Children demonstrate kindness, consideration and respect in their interactions with one another.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes the importance of punctuality and regular attendance effectively. She works sensitively with families to help them understand the value of consistent routines in supporting children's emotional wellbeing, learning and development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder considers children's ages, stages of development and individual needs highly effectively when supporting behaviour and participation. She uses meaningful discussions during play to reinforce expectations and safety, helping children develop understanding in a positive and age-appropriate way. A strong culture of kindness, care and respect is embedded throughout the setting. The childminder models positive communication consistently, which supports children's confidence, behaviour and attitudes to learning. Appropriate adaptations ensure children with special educational needs and/or disabilities are fully included and able to participate successfully.

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Children's welfare and wellbeing Strong standard

Children's individual needs are met highly effectively through consistent, responsive care that reflects their stage of development and personal circumstances. The childminder knows children really well and provides tailored support for children with special educational needs and/or disabilities and those facing barriers to learning or wellbeing, ensuring they are fully included and able to participate successfully.

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Children's welfare and wellbeing Strong standard

Strong, secure relationships are evident throughout the setting. Children form trusting attachments with the childminder and confidently seek comfort, reassurance and interaction, demonstrating they feel safe, valued and emotionally secure.

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Children's welfare and wellbeing Strong standard

Children develop a good understanding of healthy lifestyles, safety and wellbeing through daily routines and meaningful experiences. The childminder supports parents effectively in promoting healthy eating and appropriate screen time, helping to provide consistency between home and the setting.

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Children's welfare and wellbeing Strong standard

Children are supported exceptionally well to recognise, express and manage emotions. Regular discussions about feelings help children develop emotional awareness and confidence in expressing themselves appropriately.

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Children's welfare and wellbeing Strong standard

Independence is embedded throughout daily routines. Even the youngest children confidently find their own belongings, dress themselves and manage self-care tasks with encouragement and praise. The childminder's positive 'I can't do it yet' approach helps children develop resilience, confidence and perseverance.

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Children's welfare and wellbeing Strong standard

Well-established routines support children's emotional security, independence and readiness for their next stage of development.

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Curriculum and teaching Strong standard

The childminder implements teaching effectively to meet children's individual ages, stages and interests. She responds effectively to children's cues and adapts experiences skilfully to maintain their involvement and extend learning. The curriculum is ambitious, broad and well sequenced across all areas of learning. Children benefit from meaningful experiences that help them make links in their learning and deepen their understanding. For example, following a litter pick outdoors, children use tweezers to remove litter from a tray containing sea creatures. This helps to reinforce messages about caring for the environment while strengthening coordination and control.

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Curriculum and teaching Strong standard

The childminder prioritises communication and language extremely well throughout the day. She models language consistently, introduces new vocabulary naturally and extends children's thinking through high-quality interactions. Children enjoy stories linked to their interests, such as dragons and knights, and use related resources to develop imaginative play and storytelling skills. Mathematical language is woven successfully through activities and routines, using words such as 'under', 'next to' and positional language during play, for instance.

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Curriculum and teaching Strong standard

Children's personal, social and emotional development is given high priority. Through nurturing interactions and meaningful role-play experiences, children learn about caring for others, managing feelings and building relationships. Assessment is highly effective. The childminder uses detailed observations and secure knowledge of children's development to tailor teaching precisely and plan challenging next steps in learning.

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Inclusion Strong standard

The childminder creates a highly inclusive environment where children's individual needs are identified quickly and supported effectively. She works closely with families from the outset, to ensure children settle successfully and feel emotionally secure. Settling-in arrangements are carefully tailored to individual children and families. For example, when children find separation from parents and carers difficult, the childminder provides additional settling-in sessions to help build confidence, trust and security.

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Inclusion Strong standard

The childminder removes barriers to learning and wellbeing through highly responsive practice and thoughtful adaptations. She uses resources purposefully to support children's emotional development and understanding of life experiences. For example, sensory baskets and carefully chosen books help children explore emotions and process changes, in a safe and supportive environment. The childminder monitors children's progress closely through detailed observations and regular assessments. She reviews the impact of support carefully and adapts next steps effectively, to help children make rapid progress from their starting points.

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Inclusion Strong standard

Partnership working is a significant strength. The childminder communicates extremely well with parents and carers and works closely with external professionals to secure the support children need. She seeks advice promptly and implements recommendations consistently, to improve outcomes for children. Funding is used highly effectively to support disadvantaged children and those facing barriers to learning or wellbeing. Children known, or previously known, to social care receive sensitive, nurturing support that promotes emotional security, stability and inclusion.

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Leadership and governance Strong standard

The childminder demonstrates a highly reflective approach to leadership and continually evaluates practice to improve outcomes for children. She recognises the importance of balancing routines with children's interests and engagement and adapts practice thoughtfully. This helps to maintain a highly responsive and child-centred approach.

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Leadership and governance Strong standard

The childminder has a secure understanding of her strengths and uses self-evaluation effectively to drive ongoing improvement. She prioritises inclusive practice and makes decisions that are firmly in the best interests of children, including those with special educational needs and/or disabilities and those who may face barriers to learning or wellbeing. Provision and support are adapted carefully to ensure all children feel secure, valued and fully included.

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Leadership and governance Strong standard

Professional development is a significant strength. The childminder engages in regular professional discussions and training with other childminders and education professionals to strengthen her practice further. This has a positive impact on the quality of teaching, interactions and children's experiences. Partnership working is highly effective. The childminder values feedback from parents and carers and acts promptly on suggestions to strengthen the provision further. Ongoing and regular communication with families and external professionals helps ensure continuity of care and positive outcomes for children.

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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 enjoy the warm, nurturing and welcoming environment where they feel safe, secure and valued. They benefit from solid relationships with the childminder, well-established routines and a calm atmosphere that helps them feel confident and ready to learn. Children settle quickly on arrival and move happily between routines and activities throughout the day.

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

Children achieve well as they develop knowledge, skills and confidence through meaningful, hands-on experiences. They benefit from a broad range of opportunities that link real-life experiences with learning. For example, children visit local woodland areas and enjoy a 'Gruffalo Trail', where they explore nature and extend their understanding of familiar stories in exciting and memorable ways. These experiences support children's communication, language and understanding of the world very effectively.

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

Children have a secure sense of belonging. They confidently choose activities, share their ideas and participate enthusiastically in group experiences. Familiar routines and positive relationships help children feel emotionally secure and included. Children demonstrate manners, kindness and respect towards one another and work cooperatively during play and tidy-up times, for instance.

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

Children thrive through a wide range of stimulating indoor and outdoor experiences. Outdoors, children explore water play in a mud kitchen, create potions using natural resources and develop early mathematical skills as they count and measure objects. They enjoy mark making with paintbrushes and shaving foam, role play and imaginative games that encourage creativity and collaboration. Children also benefit from stories, songs and interactive games that support listening, concentration and social interaction.

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

Children demonstrate growing independence and confidence in managing routines, making choices and expressing their thoughts and feelings. Overall, children flourish in an environment where secure relationships, purposeful play and enriching experiences support their development across all areas of learning and help prepare them well for future learning.

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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

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

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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