Childminder

Childminder

Unique reference number (URN): 2790928 Registered with Ofsted: 20/06/2024 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 good progress from their starting points and are confident, enthusiastic learners. They eagerly join in with conversations about songs and stories and enjoy sharing their own ideas and experiences with their friends. For example, during outdoor play, children worked together to work out how they could move kitchen toys from one area to another using only 2 hands. This helped them think creatively and solve problems together.

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Achievement Expected standard

Children concentrate well on activities that interest them and show determination when things do not go to plan. For instance, when a fence for the toy animals broke, they stayed focused on fixing it and were delighted when they made it usable again.

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Achievement Expected standard

Children build their confidence and coordination through physical activities, such as joining in with action songs and balancing on one leg. They are increasingly independent and confidently choose resources and activities for themselves, leading their own play and learning. Children take pride in what they achieve, enjoy trying new things and develop the confidence, resilience and skills they need for their future learning and eventual move to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder gathers information from parents about children's backgrounds and family lives. She incorporates these experiences into group discussions, helping children feel valued and develop a keen sense of belonging. She has genuine conversations with children about their holidays, family experiences and weekend plans. She acknowledges each child individually and gives them time and attention during activities. For example, she discusses breakfast choices with children and links conversations to previous learning, such as birdwatching activities and discussions about what birds eat.

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Behaviour, attitudes and establishing routines Expected standard

The childminder follows consistent routines that help children know what to expect throughout the day, which supports positive behaviour and smooth transitions between activities. For example, children confidently tidy away resources, wash their hands before meals with the childminder's help and get ready for a dancing activity.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands and speaks confidently about the importance of children's attendance. She demonstrates her knowledge of procedures that should be followed if children show patterns of absence that could negatively impact their learning.

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Children's welfare and wellbeing Expected standard

The childminder supports children's emotional wellbeing through genuine conversations, cuddles, praise and positive encouragement. Children confidently explore their environment, join in with songs and stories and interact positively with each other. The childminder also adapts routines and activities to support children with individual needs, ensuring all children are included and able to participate successfully. As a result, children feel happy, secure and emotionally supported within the childminder's home setting. The childminder promotes children's physical health and wellbeing effectively throughout the day. During outdoor play, children enjoy using carts in imaginative drive-through games, pretend cooking activities and physical play experiences, such as climbing and sliding. The childminder does not consistently encourage children to take on appropriate physical challenges for themselves. As a result, she provides physical assistance too quickly, such as

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Children's welfare and wellbeing Expected standard

lifting children rather than allowing them time to try for themselves. This does not consistently support children to develop confidence in their own abilities and a positive 'can- do' attitude.

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Children's welfare and wellbeing Expected standard

Children follow good hygiene routines and enjoy healthy snacks and balanced lunches. The childminder talks to children about healthy foods in simple and meaningful ways, helping them begin to understand healthy lifestyles. She closely supervises children to ensure they remain safe during play, meals and sleep.

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Children's welfare and wellbeing Expected standard

The childminder supports children's personal, social and emotional development well. For example, during snack time, children sit together at the table, creating a positive social experience where children learn routines, independence and social interaction skills.

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Curriculum and teaching Expected standard

The childminder designs a curriculum planned around children's interests, stages of development and individual needs. She creates a warm, child-led environment where children learn through meaningful play and natural exploration. Children eagerly join in singing, dancing and action songs, laughing as they search for animals during familiar rhymes such as 'Old MacDonald'. The childminder uses these moments well to build children's communication and thinking skills by asking questions and encouraging them to remember and solve problems independently.

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Curriculum and teaching Expected standard

Children enjoy a wide range of hands-on experiences that build on their previous learning. For example, after learning about farm animals and the sounds they make, children continue exploring this theme by making a wall collage, counting apples on trees, matching animals and engaging in imaginative small-world play.

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Curriculum and teaching Expected standard

Children learn early mathematical concepts naturally throughout the day. They count scoops while playing with the ice-cream cart, sort animals into groups, and compare quantities during play and daily routines.

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Curriculum and teaching Expected standard

The childminder knows the children really well and adapts activities to meet their individual needs. She works closely with parents and provides close support for children who need extra help. As a result, children grow in confidence, communication, independence and social skills, and all children are included and supported to make good progress.

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Inclusion Expected standard

The childminder has high expectations for all children and takes the time to identify barriers to their learning and development. She observes children during play and routines to understand how best to support them and adapts activities to help every child participate successfully. She communicates with parents and uses the information they share about advice from specialists to help adapt activities and support all children effectively. Children benefit from activities that are adapted to help everyone join in and succeed. The childminder supports communication and language naturally through singing, storytelling, repetition, role play and meaningful conversations. Children excitedly join in with songs, point to pictures during story time, count objects together and confidently respond to simple questions. For example, the childminder gives children time to respond and gently encourages them to take part, helping them build confidence in their own abilities.

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Inclusion Expected standard

The childminder also supports children's physical development well through outdoor play, movement activities, and resources that encourage mobility, balance and independence. Children make progress because of the patient and consistent support they receive. The childminder does not have a range of strategies or a wider professional support network to help boost her knowledge to support children with language delays and emerging needs, including those with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder is committed to providing a caring, safe and inclusive environment for children. She has established positive relationships with parents and communicates effectively about children's progress, particularly in their communication, physical development and growing independence. She shares practical advice with parents on supporting children's development, including walking, potty training and settling-in routines.

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Leadership and governance Expected standard

The childminder actively seeks parents' views through regular discussions and feedback and uses this information to help shape her provision. For example, she plans celebrations and activities that reflect children's interests, family experiences and special occasions, such as birthdays, Mother's Day, Father's Day and Easter. Parents appreciate the wide range of experiences she provides and comment that these help children feel valued, included and excited to learn.

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Leadership and governance Expected standard

The childminder has developed an effective plan to support children with special educational needs and/or disabilities (SEND) and works closely with parents to help meet their individual needs. The childminder does not consistently liaise with external professionals to help her make greater use of specialist advice and expertise to provide even more targeted support for all children.

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Leadership and governance Expected standard

The childminder keeps her professional knowledge up to date through mandatory training and values opportunities to further develop her practice. She has identified additional training in supporting children with SEND as an area for professional development to further strengthen her knowledge and understanding.

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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 show they are happy, relaxed and confident in the childminder's home. They enjoy spending time with the childminder, who knows them really well. The childminder creates a warm atmosphere where children feel safe, valued and included. She takes the time to learn about children's home lives, interests and family backgrounds, which helps children develop a strong sense of belonging. Children happily talk about holidays, family experiences and things they enjoy, showing that they feel secure and listened to.

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Inspector:

Anna Makowska Children enjoy a busy and engaging day filled with meaningful activities. They laugh, dance and enthusiastically join in with nursery rhymes and action songs. The childminder uses these moments well to support children's communication, listening and physical development. She encourages children to think and solve problems by asking questions and prompting them to remember familiar animals, sounds and objects during songs and activities. Children respond with excitement and remain highly engaged.

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Inspector:

Children are engrossed in exploring activities about farms, role play and drawing. They enjoy making collages, counting apples on trees, matching animals to their sounds and using small-world toys imaginatively. Children are confident in using early mathematical skills during play; counting objects, sorting animals into groups and comparing quantities. They also enjoy outdoor play where they climb, push carts and develop their physical skills.

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Inspector:

The childminder supports each child's individual needs with genuine care and attention. She takes the time to notice and celebrate the small steps children take in their learning and development, and she shares these proudly with parents. For example, the childminder creates memory albums filled with photos, observations and special moments from children's time in her home. These albums capture children's achievements, friendships and experiences and become meaningful keepsakes for families to treasure. Children enjoy looking back at the pictures and talking about what they have done, which helps build their confidence, sense of belonging and pride in their achievements.

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Next steps

The childminder should strengthen partnership working with other professionals to provide more targeted support for children with special educational needs and/or disabilities. The childminder should extend opportunities for children to manage appropriate risks outdoors, helping to develop their self-confidence and resilience.

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About this inspection

The inspector spoke with the childminder 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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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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