Childminder

Childminder

Unique reference number (URN): 2833941 Registered with Ofsted: 06/06/2025 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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Children's welfare and wellbeing Expected standard

The childminder provides appropriate care for all children. She is sensitive to their needs and ensures that they feel safe. During intimate care routines, the childminder is respectful, speaking to and singing with children to help them feel secure and calm. She uses mealtimes and transition to play outdoors, to help children learn about keeping themselves healthy. She explains how water helps them stay hydrated and why they need to wash their hands before eating.

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Children's welfare and wellbeing Expected standard

During group times, the childminder discusses the weather and what clothing or protection children might need. Children remember what they have learned and start to make their own healthy choices. They independently wash their hands and wear their sun hats, for instance.

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Children's welfare and wellbeing Expected standard

Mealtimes are used well to teach children about healthy foods as well as ensuring that children are safe whilst they eat. Babies start to feed themselves and develop their independence. Children with barriers to learning are well supported, for instance, to understand their feelings and emotions.

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Inclusion Expected standard

Disadvantaged children are typically well supported. The childminder identifies and assesses children's needs early on. She works well with parents and carers to consider the next steps needed to help children make progress in their learning. She understands the roles that other professionals have in ensuring that all children, including those with special educational needs and/or disabilities, receive appropriate support.

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Inclusion Expected standard

Children who require extra support to overcome barriers to learning, generally benefit from targeted interventions. For example, the childminder identifies when children need extra help to develop their communication and language skills, and ensures that this is a focus.

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Inclusion Expected standard

Where children are known to other services, such as social care, the childminder ensures that she has effective partnerships with those who are supporting them and their families. She regularly shares information and ensures that she has all the information she needs, to fully support children's wellbeing.

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Leadership and governance Expected standard

The childminder has only recently established her provision and most children are relatively new to the provision. She identifies and understands the weaknesses of her provision and what is yet to be fully embedded to ensure high-quality teaching and experiences for all children. She is clear about how she is addressing any weaknesses to sustain improvements.

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Leadership and governance Expected standard

The childminder provides ongoing support and coaching for any assistants she may work with, to help them continuously develop their skills. She regularly models practice and what is expected. She provides constructive feedback to help to drive improvement. She allows

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Needs attention

sufficient time for any assistants she may work with to complete learning to enhance their professional development. This supports their wellbeing and ensures manageable workloads. She has an ambitious vision for her provision and regularly reflects on what is working well and what can be improved. She recognises the weaknesses in practice, in responding to children's behaviour and the need to develop children's mathematical knowledge further.

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Needs attention

The childminder has positive relationships with parents and carers. She communicates with them regularly and keeps them well informed about their children's development. The childminder has links in the community to help her to to develop her provision. For example, she has networks with other childminders and professionals to share practice and find out about the local area.

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Achievement Needs attention

Children know some basic mathematical language and concepts. For example, they can count out objects and name some simple shapes. However, they require extra support to broaden their mathematical knowledge. In addition, some children, who are preparing to attend school, do not yet have the skills to regulate their own emotions and behaviour.

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Achievement Needs attention

Children develop some of the skills and acquire knowledge that they need for the next stage of their learning. For example, they confidently recall aspects of stories and books that they have shared. They remember key characters and use language from the stories. They act out their favourite books, in the garden, and use words such as 'swish', and 'squelch'. Children copy what familiar adults do and use their imaginations during role play, enjoying pretending to clean up and make food. Children sing songs in other languages and remember the words well.

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Behaviour, attitudes and establishing routines Needs attention

There are inconsistencies in practice that mean that children's behaviour is not consistently well-responded to. As a result, children become restless and lose focus on their learning and during their play. The expectations for children's behaviour are not fully understood by all adults who support them, and strategies to tackle more challenging behaviour are not yet fully embedded. The childminder is aware that this in an area of weakness and is taking action to address this, such as additional training and development opportunities. However, it is too soon to see the impact of this. The childminder knows children well and sets out expectations for their behaviour. For example, she supports children to be kind to each other. She is a positive role model and demonstrates what is expected, such as, sharing and taking turns.

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Behaviour, attitudes and establishing routines Needs attention

The childminder considers children with special educational needs and/or disabilities, and those from disadvantaged backgrounds, well, so that their needs are met. Positive partnerships with parents and carers mean the childminder can support children appropriately and get to know them. The childminder promotes regular attendance so that children benefit from regular routines.

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Curriculum and teaching Needs attention

The childminder recognises that there are weaknesses in some areas of the curriculum and is working to address these. Mathematics is not typically taught to children in a well- considered manner. While some mathematical language is used by the childminder, such as during counting and about shape, this is limited. In addition, when further mathematical concepts are introduced, they are too complex and children do not yet have the underpinning skills they need, to benefit from this.

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Curriculum and teaching Needs attention

The childminder has an ambitious vision for her curriculum and for children. She considers the skills that she wants children to have by the time they start school. She generally understands how young children learn and has plans in place to develop her curriculum further. This is not yet fully embedded to ensure high-quality teaching for all children across all areas of their learning.

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Curriculum and teaching Needs attention

The childminder helps children to develop their language and communication skills. Children with barriers to learning are particularly well supported to develop their vocabulary and all children typically make progress in this area of learning. Children develop their physical skills as the childminder provides plenty of opportunities for them to practise and be active. For example, they learn and master skills, such as riding wheeled toys, using cutlery, and climbing.

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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

Although the childminder generally cares for children well and supports their needs, there are weaknesses in the quality of teaching that mean that some children need further support to develop their mathematical knowledge and to regulate their own behaviour. Children develop positive relationships with the childminder. They are cheerful and smiling as they arrive and separate from their parents and carers. The childminder greets children and families with positivity and warmth. Children greet each other by name and show excitement to be together. The childminder cares for them well and is sensitive to their needs. Routines, such as intimate care, are carried out sensitively and help children to feel safe and secure. Relationships between the childminder and children are typically respectful and nurturing.

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

Children generally develop positive social skills. For example, they learn how to be kind to each other and enjoy eating together. They learn how to be helpful and what supports them to be healthy. Children achieve appropriately in most areas of their learning. For example, they develop their language skills as they enjoy books and stories. Children enjoy learning songs in Spanish and engage in pretend play. They use role-play resources to act out that they are cleaning windows and express their enjoyment as they do so.

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

Children with barriers to learning are typically well supported to access the curriculum and develop their interests. The childminder knows children well, which helps her to meet their needs. In particular, children from disadvantaged backgrounds are supported to enjoy their time with the childminder and to build positive relationships with their peers. The childminder promotes the importance of attendance so that children regularly attend.

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About this setting

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

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Next steps

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

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Action Completion Date

ensure that the curriculum is consistently implemented to support high-quality teaching and learning 30/06/2026

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Action Completion Date

ensure that mathematics is explicitly taught, building on what children already know and can do 30/06/2026

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Action Completion Date

improve skills to support and respond to children's behaviour effectively. 30/06/2026

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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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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. 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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