Childminder

Childminder

Unique reference number (URN): EY302128 Registered with Ofsted: 04/03/2005 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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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes a positive, language-rich environment to help children learn about routines. Handwashing, mealtimes and tidy-up time are calmly narrated, helping children understand what is expected and supporting them to manage their own care needs and behaviour. Children are gently reminded to use 'kind hands' and share resources. The childminder uses praise throughout her interactions with children. Consequently, children thrive in a respectful and harmonious environment, where they confidently manage their own feelings and behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children build warm, trusting relationships with the childminder and confidently seek reassurance when needed. Children get along well with others. For instance, when preparing tortilla wrap pizzas, they share ingredients, wait for their turn and talk about healthy choices. These experiences help children develop patience, cooperation and respect.

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Behaviour, attitudes and establishing routines Strong standard

Children show concentration, remain engaged as they complete tasks and take pride in their achievements. The childminder is attentive to children's individual needs and stages of development, adapting expectations as needed. For example, she offers additional reassurance or simplified instructions for younger children. The importance of regular attendance and punctuality is promoted through ongoing dialogue with parents and carers and consistent daily routines. This helps children settle quickly and maintains continuity in their learning. As a result, children feel secure, included and develop positive attitudes to learning and relationships.

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Children's welfare and wellbeing Strong standard

The childminder provides a safe, nurturing environment, where children's individual needs are carefully met through attentive and responsive care practices. For example, younger children follow personalised sleep and feeding routines. Older children are supported to manage toileting and hygiene independently, promoting continuity between home and the setting. The childminder supports the welfare of children facing barriers to wellbeing through tailored strategies. She uses visual cues for routines and calm spaces to regulate emotions, helping children feel secure and included. Trusting attachments are evident. Children seek comfort and reassurance confidently and the childminder responds with warmth and sensitivity, this helps children to recognise and manage their emotions. For instance, when children become upset, they are gently supported to name their feelings and use simple strategies, such as deep breathing or choosing a quiet activity.

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Children's welfare and wellbeing Strong standard

Children develop a clear understanding of health, safety and wellbeing. They learn about healthy eating when preparing snacks, practise safe behaviours during outings, such as stopping at the curb and understand expectations in public spaces. These experiences build awareness of personal safety and independence. Partnerships with parents and carers and professionals ensure coordinated support. Regular updates and shared strategies help to reduce barriers to wellbeing. Parents report positive changes, including improved behaviour, growing independence and increased awareness of staying safe.

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Achievement Expected standard

Children typically progress well and are prepared for their next stages of learning, including school. They develop essential life skills, such as independently managing toileting routines, washing hands and waiting patiently during group activities. Children show resilience, adapting their approach when slime making does not go as expected, for example, until they achieve the desired texture. Their imagination and knowledge is evident as they create detailed animal habitats and act out where animals live and what they eat.

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Achievement Expected standard

Children engage in meaningful conversations and express their needs, such as asking for food or resources. They describe their ideas in detail while drawing. They use vocabulary linked to their experiences, including words, such as 'habitat' and 'ingredients'. Children learn to face barriers to learning positively. Children needing additional support with managing emotions use appropriate language as an effective form of communication, becoming emotionally secure and joining in with discussions and play. Children demonstrate competent motor control, using pencils, crayons and tools with precision. They make marks with control and confidence, laying secure foundations in readiness for school.

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Curriculum and teaching Expected standard

The childminder's inclusive curriculum is carefully designed to cover all areas of learning and is rooted in children's interests and real-life experiences. She demonstrates understanding of the quality of her provision, reflecting on activities and adapting them to improve outcomes. For example, the childminder enhances a dressing-up area with number labels and measuring tapes to strengthen mathematical learning. Teaching is typically purposeful, with mathematical language naturally embedded. During snack time, children count pieces of fruit, compare sizes and use words, such as 'more' and 'less'.

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Curriculum and teaching Expected standard

Assessment is used effectively to identify what children know and can do. For instance, when children confidently recognise numbers to 5, the childminder extends learning by introducing simple addition through play. She prioritises communication and language by narrating play and introducing new vocabulary, such as 'habitat' and 'iceberg', during Arctic- themed activities. This supports children to express their ideas and to talk about related subjects, such as about penguins.

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Curriculum and teaching Expected standard

The childminder places appropriate emphasis on children's physical, personal, social and emotional development. Children develop coordination through hopscotch and other motor activities, while building confidence and relationships through shared play. Children are often reminded how to play and share. The childminder adapts her teaching to help children facing learning barriers, such as those with speech delays. She uses visual aids and simplified instructions, giving more time and additional opportunities for children to practise key skills. However, on occasions, the childminder does not support children by addressing any misunderstandings they may have, particularly relating to stereotyping of colours linked to genders. This does not fully enable children to learn what is appropriate, when communicating with others.

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Inclusion Expected standard

The childminder has high expectations for and of all children's development and behaviour, supporting them to become confident, capable learners. She typically sets clear boundaries and models kindness. She identifies children's individual needs effectively, through regular observations and assessments, enabling her to begin to close gaps in learning quickly. The childminder supports children with learning barriers well. For instance, she increases one-to- one interactions, models simple language and uses visual prompts to support children's communication.

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Inclusion Expected standard

The childminder takes appropriate action to reduce barriers to learning. She adapts activities so that all children can participate, such as simplifying counting games during water play or offering sensory resources for children who need additional support. Progress is closely monitored and reviewed frequently. The childminder tracks improvements in skills following targeted support and adjusts strategies, where needed, to ensure continued progress. She engages well with families and, where appropriate, external professionals to provide support. She shares strategies to manage behaviour and promote communication at home. Additional funding, including early years pupil premium, is used effectively. For example, funding is used to provide extra resources and local community experiences that broaden children's learning. This inclusive, reflective approach ensures all children typically progress well from their starting points.

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Leadership and governance Expected standard

The childminder has ambitious expectations for children's progress and takes effective action to close gaps in development. She uses regular observations to identify next steps and adapts activities swiftly. For example, providing additional language modelling and one- to-one support helps children, who need support, to develop communication skills. Enriching experiences, such as community outings and practical activities, help children build confidence and make steady progress from their starting points, including those who face barriers to learning.

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Leadership and governance Expected standard

Home visits and gradual settling-in sessions help children form secure attachments from the outset. These approaches build trust with families and support children to feel safe and confident. Transitions are carefully managed. The childminder shares information with local schools and prepares children through discussions and role play about new routines, helping to reduce anxiety and support continuity in learning. The childminder has appropriate understanding of her strengths and areas for development. She makes decisions that prioritise children's best interests, including those with barriers to learning. Workload is managed thoughtfully to maintain a positive environment.

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Leadership and governance Expected standard

The childminder recognises the value of ongoing professional development. However, she has not undertaken this consistently to address some areas of her practice where she is less confident.

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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 typically achieve well because they enjoy purposeful, engaging learning that builds on their individual starting points. For example, during water play, younger children practise pouring and scooping to develop small-muscle control, while older children count cups or compare volumes, showing increasing mathematical understanding. The childminder appropriately adapts activities to meet each child's developmental stage, ensuring they are well prepared for their next steps in learning. Children begin to develop independence and confidence. They choose resources, tidy away after activities and persist when challenges

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Inspector:

Jade Charlton arise, such as completing simple puzzles or learning to fasten coats. Barriers to learning are reduced appropriately. For instance, children with special educational needs and/or disabilities are supported through visual prompts and adapted routines, while all children benefit from structure and targeted support, helping them to make progress from their starting points.

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Inspector:

Children are happy here and learn alongside their peers in an inclusive environment. They are encouraged to join in with activities, such as story time or shared play. They form warm, positive relationships with the childminder, seeking reassurance and confidently expressing their ideas and needs. For example, children generally take turns during activities and are gently supported to understand feelings and respect others. Families are warmly welcomed, with regular communication ensuring parents and carers feel valued and involved in their child's learning.

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Inspector:

Children thrive because they are safe, secure and valued. Clear routines, such as mealtimes, and calm transitions, help children begin to understand expectations and feel confident. The childminder promotes attendance by maintaining partnerships with parents and emphasising the importance of routine. Each child's uniqueness is recognised. For example, activities are appropriately adapted to reflect children's interests or cultural backgrounds, helping them flourish. As a result, children are happy, form positive relationships, enjoy their learning and achieve well.

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Next steps

The childminder should develop her confidence in consistently addressing children's misunderstandings. The childminder should prioritise training and professional development experiences to broaden her own knowledge and skills further.

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About this inspection

The inspector spoke with the childminder, children, parents and carers 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 - 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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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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