Childminder

Childminder

Unique reference number (URN): 2795357 Registered with Ofsted: 10/03/2025 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Children's welfare and wellbeing Expected standard

The childminder effectively supports children's care practices that promotes their welfare and wellbeing. He helps children use the toilet independently and ensures they wash their hands afterwards and before eating to promote hygiene routines. During mealtimes, the childminder provides a healthy, nutritious cooked meal to support children's energy and concentration. Additionally, children enjoy a varied menu with meals from around the world. All children including younger children, are supported to feed themselves independently, staff sit with children and engage in conversations.

p.2

Children's welfare and wellbeing Expected standard

Children benefit from caring and responsive relationships with the childminder and staff. He has established clear routines which the children know well and notices quickly when they need comfort or reassurance. Children seek support readily and generally settle well in his care. This helps them feel emotionally secure. The childminder meets children's care needs effectively through calm daily routines. He manages nappy changing discretely in a private area and follows good hygiene practices. The childminder recognises when younger children are tired and provides a quiet space for them to nap. Staff check on them regularly to ensure their safety and support them to rest.

p.2

Inclusion Expected standard

The childminder provides a typically inclusive environment where he values children's individuality. He and his staff team get to know children well and generally have high expectations, helping all children progress from their starting points. The childminder completes mandatory progress checks for children aged between 2 and 3 years. This supports him to identify and assess any gaps in learning, support children's strengths and address any areas where extra support is needed. The childminder understands the procedures for seeking advice and making referrals to other professionals where children require additional support. This helps all children receive any additional support and funding to close any gaps in their learning and support expected progress. The childminder works closely with parents to identify any barriers to children's learning and well-being. He adapts routines, activities and support to help children who may need additional encouragement to

p.2

Inclusion Expected standard

settle, develop their communication skills or engage in learning. He adapts his practice to support children with barriers to their learning. For example, during circle time each morning, he sits at children's level, uses some sign language and visual cues to support children to communicate more effectively and make their needs known. This also supports children with English as an additional language.

p.2

Achievement Needs attention

Children have acquired some independence skills. For example, with little guidance from adults, some children are able to put their shoes on. Some children are confident to help staff to prepare snack for their peers. Generally, children play nicely together and listen to instructions from adults. Older children are developing good communication skills. They respond to and ask relevant questions. Overall, children have acquired some basic skills to support the transition to their next stage of learning.

p.2

Achievement Needs attention

Younger children do not always gain the maximum benefit from planned activities. For example, they are not always encouraged to participate fully in story sessions, which reduces opportunities to strengthen their language skills. Older children experience opportunities to thrive in their learning, such as answering questions related to a story and using new vocabulary they learn. They develop their communication and language skills.

p.3

Achievement Needs attention

Children choose resources during free play developing their counting skills as they role play building with bricks. Children show high levels of engagement and independence and respond with enthusiasm.

p.3

Behaviour, attitudes and establishing routines Needs attention

The childminder does not ensure that all children are responded to promptly when they become unsettled. This does not help all children to become emotionally secure and engage in the learning experiences on offer. The childminder does not consistently ensure that expectations for behaviour are clear and consistently reinforced by all staff who he works with. The childminder models patience, kindness and respect, this helps children to use their manners. While children generally form positive relationships, inconsistency responses form adults do not consistently help them to manage their behaviour and emotions.

p.3

Behaviour, attitudes and establishing routines Needs attention

The childminder works closely with families to promote children's regular attendance and consistent routines at home. He monitors children's attendance effectively and encourages prompt attendance, which helps to provide continuity of learning and supports children to develop a sense of belonging. While children generally form positive relationships, their confidence and attitudes to learning are not as positive as they could be due to the inconsistent support they receive from the childminder and other adults in the setting.

p.3

Curriculum and teaching Needs attention

The childminder plans a range of structured activities, but these are not always implemented effectively or prepared in advance. As a result, children sometimes wait for staff to organise activities and do not benefit fully from learning opportunities. Activities are often planned around monthly topics rather than children's individual learning needs and next steps. As a result, the curriculum does not consistently provide sufficient challenge or ambition for all children. Children lose concentration during activities as these are not closely linked to their interests.

p.3

Curriculum and teaching Needs attention

The childminder does not always swiftly recognise what younger children already know and can do. For example, as younger children show they are ready to explore a painting activity using different tools, they are overly guided by staff. This limits their potential to build on their emerging physical skills and creativity

p.3

Curriculum and teaching Needs attention

Children develop their language skills. The childminder introduces new vocabulary, such as octopus which children repeat as they paint using sea creatures. Children enjoy regular song and story time. They develop their listening skills as they join in with familiar songs. The childminder does not consistently use assessment information to accurately adapt activities to fully engage all children.

p.3

Curriculum and teaching Needs attention

The curriculum and teaching approach typically lacks ambition for children. The childminder has not ensured that all staff share a clear understanding of the curriculum intent or how to support children's learning effectively. As a result, the quality of interactions varies, and children do not consistently make the progress of which they are capable.

p.4

Leadership and governance Needs attention

The childminder recognises some aspects of practice that require improvement, but systems to monitor the impact of staff training and evaluate the quality of teaching are not yet effective. He and his staff have completed all required training. However, the childminder does not monitor staff understanding of the training they complete. As a result, gaps in staff knowledge remain, leading to inconsistences in practice and weaker outcomes for children. The childminder does not yet effectively evaluate the teaching and learning on offer, ensuring the opportunities are of the highest quality and age-appropriate for the children in her care. For example, he does not consider the adaptations and adjustments needed to ensure that learning fully supports children to make the best possible progress across all areas of learning.

p.4

Leadership and governance Needs attention

The childminder takes action to manage daily routines and resources. This helps him to provide a safe and consistent environment that supports children's security and wellbeing. The childminder celebrates children's achievements, creating a culture of respect and increased self-esteem.

p.4

Leadership and governance Needs attention

The childminder works closely with parents, effective information sharing with parents supports continuity of care and learning and helps ensure decisions are made in children's best interests. The childminder offers flexible attendance, to support parents and reduce barriers to children's learning. The childminder creates positive relationships with parents, who speak highly of the care he provides for their children. The childminder's staff report good levels of support of their wellbeing.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children experience variable learning opportunities. While their care and welfare needs are met, some younger children do not consistently benefit from activities that match their stage of development. Generally, children's individual needs are not met and some younger children become easily unsettled. The childminder knows what he wants children to learn and achieve but has not ensured that all his staff are fully aware of the curriculum aims in order to support children's learning effectively. Activities are not always planned to be age and stage appropriate. Children develop positive relationships with the childminder and staff he works with. They attend regularly, settle quickly and demonstrate positive attitudes to learning. For example, children independently sing familiar nursery rhymes when engaged in activities sitting alongside the childminder. This shows that they are happy, feel safe and belong.

p.5

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

Children's communication and language skills develop as they participate in conversations with adults and each other. They learn through play and take part in a range of activities that support early learning, including counting, naming animals, colours and some shapes. Children are encouraged to follow familiar routines, such as tidying up after play to prepare for garden time, older children enjoy the responsibility of helping to prepare snack, which helps them to develop independence and responsibility. Children benefit from regular outings to the local parks, nature walks and trips that link to the monthly topics. This helps them to gain an understanding of the world around them.

p.6

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

Children develop social skills through regular interaction with peers and other age groups. They are beginning to learn boundaries but support from staff do not consistently allow them to practise these during play. The childminder recognises this is an area for development but has not yet developed strategies to support children displaying challenging behaviour. The childminder and staff models good manners, reminding children to say please and thank you. Children are supported to develop independence, such as putting on their shoes and washing their hands, preparing them for their next steps.

p.6

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:

p.6

Action Completion Date

develop an ambitious curriculum to reflect children's learning needs and identify clear next steps for each child that build on what they know and can do already 01/07/2026

p.6

Action Completion Date

use assessments to identify children's needs and plan activities to support their progress 01/07/2026

p.6

Action Completion Date

ensure all staff understand the training they undertake to close gaps in their knowledge and improve their practice. 01/07/2026

p.6

About this inspection

The inspector spoke with the childminder and parents during the inspection.

p.6

About this setting

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

6

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.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

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.

p.8

Urgent improvement

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 .

p.9

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9