Childminder

Childminder

Unique reference number (URN): 2789052 Registered with Ofsted: 24/06/2024 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 Expected standard

Children make progress in their communication and language and show growing confidence in expressing themselves during play and everyday interactions. They join in with familiar songs, stories and activities, using words and short phrases to communicate and respond to what they hear. Children who speak English as an additional language participate confidently in routines and activities and develop increasing confidence in their spoken English over time.

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Achievement Expected standard

Children develop early mathematical understanding through regular opportunities to count, compare and use number language during play and daily routines. For example, children confidently join in with counting songs and discussions about quantity during role play and outdoor activities.

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Achievement Expected standard

Children also develop physical skills through active play indoors and outdoors. They explore the environment confidently and show increasing coordination and control while climbing, using outdoor equipment and engaging in movement activities. Children enjoy exploring natural materials and resources, helping to support their curiosity and understanding of the world.

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Achievement Expected standard

Children generally develop confidence and familiarity within daily routines. Overall, children make progress from their starting points, reflecting the childminder's generally appropriate understanding of their development and learning needs.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to understand what happens during the day through calm and consistent routines. She provides clear guidance during play and everyday activities and uses praise and encouragement to promote positive behaviour. Children respond positively to this approach and generally join in well with activities and routines throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and assistants act as positive role models. They speak respectfully to children and use simple, clear language to support children's understanding and participation. Children respond positively to adults and generally show enjoyment as they engage in activities, routines and play experiences. Children are encouraged to use 'kind hands', share resources and play alongside one another positively.

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Behaviour, attitudes and establishing routines Expected standard

Routines such as circle time, snack time and tidying away toys help children begin to understand daily expectations and develop familiarity with routines. Children respond to guidance and are beginning to take part in routines by washing their hands, returning to the table and helping with simple tasks with support. The childminder promotes regular attendance, which supports continuity in children's learning and helps them settle into familiar routines and expectations.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children sensitively when they need reassurance or encouragement. For example, children are reassured that they may observe activities before joining in if they choose. This helps children to manage transitions calmly and remain emotionally secure throughout the day. However, opportunities to further develop children's independence within daily routines are not yet fully embedded. At times, children rely on adult support to complete parts of routines they appear developmentally ready to manage more independently. As a result, children do not yet consistently develop independence during everyday routines and mealtimes.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through calm, consistent routines and responsive care. The childminder takes time to understand children's individual needs, including sleep routines, allergies and daily care needs, and she ensures that children feel safe and emotionally secure throughout the day. Children confidently approach adults for reassurance, support and comfort when needed.

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Children's welfare and wellbeing Expected standard

Children benefit from routines that support hygiene, handwashing and safer eating practices. The childminder supervises children appropriately during mealtimes and daily routines and helps children to develop familiarity with healthy habits. She prepares healthy snacks and meals for children and works closely with parents to support children's individual dietary and care needs. Children are encouraged to follow familiar hygiene routines throughout the day.

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Children's welfare and wellbeing Expected standard

The childminder promotes oral health through everyday routines and activities. For example, children practise toothbrushing after meals and take part in activities and discussions that help them to become familiar with healthy practices and visiting the dentist. This helps children to develop an early understanding of routines that support their wellbeing.

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Children's welfare and wellbeing Expected standard

Children's privacy and dignity are respected during personal care routines. The childminder follows appropriate hygiene procedures and supports children sensitively according to their individual needs and stages of development. Children also benefit from regular opportunities for physical activity indoors and outdoors. They enjoy active play, climbing and outdoor exploration, helping them to develop confidence and coordination through a range of physical experiences.

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Children's welfare and wellbeing Expected standard

Overall, children feel safe, comfortable and well cared for in an environment that supports their health and wellbeing.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that reflects children's interests, starting points and next steps in learning. She uses ongoing observation to understand what children know and can do and incorporates learning opportunities into everyday play and routines. The curriculum focuses on supporting communication and language, early mathematical understanding, confidence and physical development through a range of play-based experiences and daily routines.

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Curriculum and teaching Expected standard

The childminder supports learning by joining children's play, modelling language and using familiar activities to reinforce key skills. For example, children practise counting, communication and early mathematical understanding through songs, role play and everyday conversations. During play, children talk about colours, count objects and discuss familiar experiences, such as food and caring for babies, while engaging in imaginative play. Children also explore natural materials outdoors using magnifying glasses, logs and flowers, helping them to develop curiosity and awareness of the natural world through hands-on experiences.

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Curriculum and teaching Expected standard

The childminder follows children's interests to help maintain engagement and uses a range of resources indoors and outdoors to support learning. Children benefit from opportunities to be physically active and explore the outdoor environment confidently. Regular outings within the local community help support children's confidence, physical development and understanding of the world around them. However, opportunities to consistently extend children's thinking and communication are not yet fully embedded. At times, interactions move on too quickly and children are not always given sufficient time to respond or develop their ideas further. As a result, children do not consistently deepen their learning during play and daily routines.

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Inclusion Expected standard

The childminder generally promotes inclusion effectively and ensures that children feel valued and able to take part in all aspects of the setting. She typically adapts her interactions and routines to support children's communication and engagement, including children who speak English as an additional language. For example, she uses repetition, visual cues, bilingual books and familiar routines to help children understand and participate confidently in activities and daily experiences.

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Inclusion Expected standard

The childminder monitors children's development through ongoing observation and uses what she knows about children's individual stages of development, interests and personalities to support their participation and learning. She works closely with parents, discussing children's needs and next steps to help maintain continuity between home and the setting. Children who speak English as an additional language develop confidence over time and participate positively in routines and activities alongside their peers.

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Inclusion Expected standard

The childminder demonstrates a developing understanding of how to support children with special educational needs and/or disabilities. She has accessed relevant training and understands how to seek advice and guidance from external agencies and professionals where required to support children's differing needs and stages of development. The childminder and assistants work together to adapt support and interactions according to children's individual needs.

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Inclusion Expected standard

The childminder helps children learn about different cultures, languages and family backgrounds through books, conversations, celebrations and experiences within the local community. As a result, children feel included, develop confidence and form positive relationships with adults and one another.

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Leadership and governance Expected standard

The childminder leads the setting with a clear focus on providing a calm and nurturing environment where children feel safe and secure. She reflects on her practice and considers how routines, activities and interactions support children's learning, development and wellbeing. The childminder works closely with her assistants and provides guidance to support their role within the setting. She monitors day-to-day practice and makes adjustments where needed, which helps to promote consistency and supports children's experiences throughout the day.

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Leadership and governance Expected standard

The childminder uses her knowledge of children's development and ongoing observations to inform what she provides for children. She plans activities and experiences based on children's interests, stages of development and next steps in learning, helping to support children's engagement and progress. The childminder and assistants regularly share observations and discuss children's care routines and development together.

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Leadership and governance Expected standard

The childminder demonstrates a commitment to developing her practice and has accessed relevant training to support her understanding of communication, inclusion and supporting children with differing needs and stages of development. She reflects on her practice and identifies ongoing professional development as an important part of improving outcomes for children.

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Leadership and governance Expected standard

Parents speak positively about the childminder and describe her as approachable and supportive. They value the regular communication they receive regarding their child's care, routines and development, which helps them to feel informed and reassured. Parents report that their children are happy, settled and confident in the setting.

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Leadership and governance Expected standard

Overall, the childminder demonstrates an appropriate understanding of her strengths and areas for development and maintains a provision where children are supported to learn and develop 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 are welcomed into a calm and nurturing home environment where they feel safe, secure and valued. The childminder and assistants build warm and caring relationships with children and respond sensitively to their individual needs. Children confidently approach adults for reassurance, support and interactions throughout the day. This helps children to settle quickly and develop confidence within the setting.

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

Children benefit from familiar routines and consistent expectations throughout the day, which support their emotional wellbeing and help them to understand what happens next. Children join in happily with songs, stories and group activities and appear familiar with daily routines. For example, children enthusiastically join in with familiar nursery rhymes using scarves, actions and props, and they laugh together while pretending to row boats during circle-time activities. Children are encouraged to participate at their own pace, helping them to feel comfortable and included within the group.

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

Children enjoy a range of play experiences that support their communication, confidence and early learning. They independently access resources, including books, role-play toys and outdoor resources, and they move confidently between activities. Children who speak English as an additional language are supported through repetition, visual cues and familiar routines, which helps them to participate confidently in daily experiences.

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

Children benefit from regular opportunities to play outdoors and be physically active. They confidently explore the secure outdoor environment and enjoy experiences that support their physical development, curiosity and understanding of the world. Regular outings in the local community provide further opportunities for children to experience different environments and develop their social skills. The childminder promotes regular attendance, which helps children settle into familiar routines and supports continuity in their learning and development.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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Facts and figures used on inspection

As a result, children are happy, emotionally secure and settled. They develop positive relationships with adults and one another and engage positively in play, routines and daily experiences.

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Next steps

The childminder should provide further opportunities for children to develop independence and be more self-sufficient, particularly during mealtimes and daily routines. The childminder should build further on how she extends children's communication, language and thinking during play and daily routines.

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About this inspection

The inspector spoke with childminder, assistants and parents 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. 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. 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

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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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