Childminder

Childminder

Unique reference number (URN): 2774779 Registered with Ofsted: 22/03/2024 Registers: EYR

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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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Children's welfare and wellbeing Expected standard

The childminder creates a warm and welcoming environment where children feel safe and secure. She generally establishes clear routines, which children follow confidently and independently. Children enjoy exploring the indoor environment, where they make their own choices and follow their interests. They also benefit from regular trips and outings, which help them learn how to stay safe outside the setting. For example, children leave the setting quietly to avoid disturbing neighbours. The childminder encourages them to stop at crossings and carefully check for potential dangers before crossing the road safely. During walks, children observe their surroundings, such as trees and colours, and talk confidently about what they see, supporting their understanding of the world.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy practices effectively. She typically encourages children to develop independence by dressing and undressing themselves. Children consistently follow good hygiene routines, washing their hands before meals, after returning from outings and before choosing healthy snacks.

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Children's welfare and wellbeing Expected standard

The childminder understands children's needs very well. Through the warm, trusting relationships she builds, the childminder supports children in expressing their feelings and emotions. As a result, children develop robust emotional resilience, along with a secure sense of attachment and belonging.

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Inclusion Expected standard

The childminder generally has high expectations for all children and quickly identifies their emerging needs. She adapts both her educational programmes and the learning environment effectively to meet individual requirements. The childminder demonstrates a clear understanding of how to plan and organise targeted activities to support children's development, and she reviews these regularly. For example, she arranges trips to local parks where children can access a variety of play equipment. The childminder provides encouragement and support to those who experience physical challenges, helping them to use the equipment to develop their core strength, balance and coordination.

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Inclusion Expected standard

The childminder typically works closely with families and external professionals, including health visitors, inclusion partners and educational advisers, to ensure children receive the support and guidance they need. She uses creative approaches to understand children's needs and makes thoughtful adaptations to daily routines and activities, ensuring all children feel supported and included.

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Inclusion Expected standard

The childminder carefully records and monitors children's progress, with particular attention given to those who require additional support. This information is regularly shared with parents and carers, ensuring they remain actively involved in their child's learning and development.

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Achievement Needs attention

Children make uneven progress in their learning because they do not consistently access meaningful opportunities to extend and deepen their understanding. At times, learning experiences are disrupted when the childminder needs to address instances of challenging behaviour, which reduces the continuity and quality of engagement. In addition, some activities do not sustain children's interest. For example, during group discussions about the weather or the days of the week, some children disengage and move away to pursue their own interests. As a result, children do not achieve as well as they could, particularly in developing their thinking skills, problem-solving abilities and sustained concentration. This limits their capacity to build strong foundations for future learning.

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Achievement Needs attention

Children demonstrate positive development in other areas. During trips and outings, they learn to walk sensibly and begin to develop an awareness of road safety. They enjoy taking part in singing and dancing activities, which support the development of their gross motor skills and coordination. In outdoor environments such as parks, children engage confidently in imaginative play, for example, by using wooden logs as pretend wands. They show curiosity about the world around them, observing and naming shapes and colours when out and about. Children also refine their pencil grip and hand control through regular mark- making activities, supporting their developing fine motor skills.

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Behaviour, attitudes and establishing routines Needs attention

The childminder does not consistently use effective strategies to manage instances of challenging behaviour or clearly explain the consequences of children's actions. As a result, children do not always understand the importance of following behavioural expectations. Despite this, children develop warm and trusting relationships with the childminder, which supports their sense of security and wellbeing. The childminder also sets clear expectations for behaviour and displays these throughout the setting.

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Behaviour, attitudes and establishing routines Needs attention

The childminder acts as a positive role model and encourages children to share, take turns and work cooperatively. For example, children take pride in completing small responsibilities around the setting, such as tidying away toys. They work together to complete tasks quickly and enjoy a sense of achievement when they finish. This collaborative approach helps children feel valued and promotes a sense of belonging.

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Behaviour, attitudes and establishing routines Needs attention

The childminder also maintains effective systems to promote and monitor children's attendance and punctuality. She recognises when to intervene to ensure children attend regularly and do not miss out on important learning opportunities.

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Curriculum and teaching Needs attention

At times, the childminder does not implement the curriculum consistently or effectively, which limits children's overall progress. She also misses opportunities to adapt activities to extend children's learning and deepen their thinking. For example, when children find a pine cone, opportunities to encourage further exploration and discussion are sometimes missed. That said, the childminder understands what she wants children to learn and designs an inclusive curriculum that covers all areas of learning. She aims to equip children with the skills they need to become independent, confident learners who are well prepared for their next stage of education. She also completes regular assessments and observations to understand what children know and can do.

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Curriculum and teaching Needs attention

The childminder places importance on developing children's language skills. She engages children in meaningful conversations, such as discussing ocean life or talking about their feelings, which supports their communication and emotional development. She also encourages children to describe the weather, introducing words such as "windy" to help them build their understanding of the world.

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Curriculum and teaching Needs attention

The childminder encourages children to take part in singing and dancing activities, helping them develop balance and coordination while expressing themselves creatively. Children show enjoyment and enthusiasm as they sing along, hop, jump and wiggle with excitement.

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Leadership and governance Needs attention

The childminder does not consistently reflect improvements in her practice, which limits the overall quality of care and education. For example, the curriculum is not always implemented effectively to support children's progress, and behaviour management strategies are not consistently successful. Despite this, the childminder demonstrates an emerging understanding of her setting's strengths and areas for development. She remains ambitious for children and engages in ongoing training and professional development to improve her practice.

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Leadership and governance Needs attention

The childminder shows a clear understanding of how to carry out effective risk assessments within the setting. She responds promptly to any incidents, taking appropriate action to maintain children's safety and wellbeing. For instance, during walks and outings, she reinforces children's understanding of road safety and adapts her practice and interactions to ensure they remain safe.

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Leadership and governance Needs attention

The childminder works closely with parents, carers and other professionals to support children's learning and development. She offers advice and guidance to parents, particularly where children may face barriers to learning. Parents speak positively about the setting, praising its warm and welcoming environment and the childminder's caring approach.

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Leadership and governance Needs attention

The childminder values each child's individuality and takes steps to ensure each child feels included and supported, removing barriers to learning wherever possible.

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

Children are happy in this setting and attend regularly. The childminder has effective systems in place to monitor attendance closely. She demonstrates an appropriate understanding of what she wants children to learn and achieve. However, at times, this is not consistently reflected in her practice. The childminder does not always make full use of opportunities to implement the planned curriculum effectively, which limits children's overall progress and achievement. In addition, although the childminder has expectations for children's behaviour, the strategies used to manage and guide behaviour are not yet effective. As a result, children do not consistently benefit from rich, well-structured learning experiences or from opportunities to develop their ability to manage their behaviour appropriately.

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

Children have access to a stimulating and thoughtfully organised environment that supports all areas of learning and reflects their needs and interests. They benefit from daily walks and outings in the local community, which helps enrich their experiences and understanding of the world. They are able to make independent choices, which fosters their curiosity and enthusiasm for learning. For example, children choose to help make play dough, using spatulas to mix ingredients and develop their fine motor skills. They talk confidently about their actions and show perseverance when faced with challenges. The childminder offers praise for their efforts, helping children to feel valued and included.

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

Children develop warm and trusting relationships with the childminder, who is caring, attentive and responsive to their needs. She has a clear understanding of children's backgrounds and works closely with families and other professionals to provide appropriate support and guidance. As a result, children feel included, supported and appreciated, which helps to build their emotional resilience and confidence.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

improve knowledge and expertise to adjust teaching more effectively to support children's development 24/06/2026

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Action Completion Date

improve behaviour management by implementing consistent and effective strategies to address challenging behaviour and clearly explain the consequences of children's actions so they understand and follow expectations 24/06/2026

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Action Completion Date

strengthen practice by consistently applying improvements gained through training, with a particular focus on implementing the curriculum effectively to 24/06/2026

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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Action Completion Date

support children's progress and using consistent, effective behaviour management strategies

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About this inspection

The inspector spoke with the childminder, parents 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

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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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