Childminder

Childminder

Unique reference number (URN): 2792030 Registered with Ofsted: 03/07/2024 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 Strong standard

Children make solid progress from their starting points across the 7 areas of learning, particularly in communication and language, where they develop confidence in speaking, listening and engaging in conversations. Children build a wide vocabulary through consistent modelling of language, storytelling and meaningful interactions linked to their interests and experiences. Children who face barriers to learning, including those with identified additional needs, are supported effectively through early identification and close partnership working with parents and other professionals.

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Achievement Strong standard

Children demonstrate increasing independence, curiosity and engagement in learning. They develop secure relationships and show confidence in exploring new activities, supporting their readiness for the next stage of learning.

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Achievement Strong standard

Emphasis is placed on supporting children to be ready for school. Detailed information is shared with receiving settings, and communication with local schools and preschools supports continuity of care and learning. As a result, children experience smooth transitions and are well supported as they move on to their next stage of education. Overall, children are very well prepared. They develop the foundational knowledge, social skills and communication abilities needed to support future learning and adapt successfully to new environments.

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Behaviour, attitudes and establishing routines Strong standard

The childminder monitors attendance closely and records all absences, maintaining open communication with parents to understand reasons for non-attendance and to identify any emerging patterns. The importance of punctuality is shared with parents and linked to supporting children's routines, emotional security and preparation for school expectations.

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Behaviour, attitudes and establishing routines Strong standard

A positive environment is established with clear and consistent expectations for behaviour. Kindness and respect are promoted throughout the day, with the childminder modelling calm, respectful interactions and supporting children to take turns and share. Children are encouraged to collaborate through everyday routines and play, such as helping to tidy away resources together and taking part in group activities. Relationships between the childminder and children are warm and trusting. Children seek comfort, engage confidently in interactions and participate happily in shared activities. These secure relationships support children's emotional wellbeing and positive attitudes to learning.

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Behaviour, attitudes and establishing routines Strong standard

Behaviour is supported through calm explanations and clear, age-appropriate language. Children are helped to understand expectations, including reasons for rules, which supports their understanding of how to keep themselves safe and behave appropriately. Children's independence is encouraged through opportunities, such as dressing themselves and contributing to routines. Expectations are adapted appropriately to reflect children's age, stage of development and individual needs, helping them to succeed and build confidence.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised through consistent, attentive care practices that respond to children's individual needs. The environment is clean, organised and carefully maintained to support health and safety. Secure and responsive relationships are evident. Children seek reassurance and comfort and show confidence in approaching the childminder for support throughout the day. These relationships help children feel safe, settled and ready to engage in play and learning.

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Children's welfare and wellbeing Strong standard

Children are supported to develop an understanding of their physical health and personal safety through everyday routines. Hygiene practices are embedded, including handwashing before eating, and children are encouraged to develop independence in self-care tasks, such as putting on shoes, supported with appropriate resources to enable success. Healthy lifestyles are promoted through discussion and practical experiences, including exploring healthy food choices and preparing fresh fruit. Children are encouraged to develop awareness of their oral health, for example, through only drinking water. Children are supported to manage their emotional wellbeing within a calm and predictable environment. They are encouraged to build confidence, try new tasks and develop independence, with the childminder offering reassurance and support when needed. Outdoor play and physical activities further support children's wellbeing and contribute to their overall health and

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Curriculum and teaching Strong standard

The childminder demonstrates a clear understanding of the intent and implementation of her curriculum and ensures that it covers all areas of learning and development required by the early years foundation stage. She uses baseline assessment effectively to establish children's starting points. Children's starting points are revisited regularly and ongoing assessment is used to identify and track progress, highlight gaps in learning and inform next steps. A visual 'learning tree' is used within the setting to help identify and share children's next steps, supporting consistency in planning and provision.

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Curriculum and teaching Strong standard

The curriculum is well sequenced and responsive to children's interests and developmental needs. For example, children's interest in imaginative and physical play is extended through role play, such as a supermarket, alongside opportunities for outdoor exploration and physical challenges. The childminder adapts activities in response to children's engagement and developmental stage, ensuring that they remain appropriately challenged.

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Curriculum and teaching Strong standard

Communication and language are prioritised throughout the curriculum. The childminder consistently models language, narrates play and engages children in meaningful conversations about their experiences, interests and emotions. Story times are used effectively to promote listening, vocabulary and a love of books. Children are supported to explore texts, with younger children turning pages and pointing to images, while older children engage with more complex topics linked to their interests.

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Curriculum and teaching Strong standard

Physical development is heavily promoted through a range of planned and spontaneous activities, including balancing, climbing, football and visits to parks and soft play. The childminder has completed relevant training in this area and applies her knowledge confidently to practice.

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Inclusion Strong standard

Children's individual needs are identified promptly through effective observation, tracking and ongoing communication with families. The childminder uses this information to identify gaps in development early and respond appropriately to children's needs.

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Inclusion Strong standard

Barriers to learning and wellbeing are reduced through inclusive practice and timely support. Reasonable adjustments are made to ensure that children can access activities, routines and interactions successfully alongside their peers. For example, early language teaching is strengthened through daily reading, singing and repeated vocabulary, which help children's communication development, prior to seeking external referrals and support where needed. The childminder monitors children's progress carefully and reviews support regularly with families and professionals. This ensures that support is responsive and adapted as children's needs change.

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Inclusion Strong standard

The childminder engages in relevant training on inclusion, safeguarding, physical development and behaviour management. This supports a consistent approach to identifying and meeting children's needs. She works closely with families, local schools and external professionals to share information and shape appropriate support and experiences for children. Where additional funding is available, it is used to enhance children's access to resources and experiences that support their development and inclusion. All children are supported within a stable and nurturing environment where secure relationships help them to feel safe, included and able to engage fully in learning and play.

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Leadership and governance Strong standard

Leadership and governance demonstrate a clear commitment to providing a safe, inclusive and well-organised setting that supports children's learning and development. The childminder reflects regularly on practice and shows an awareness of both strengths and areas for further development, using this reflection to inform ongoing improvements. Professional development is prioritised to strengthen knowledge and practice. Recent training, including safeguarding, early help, recording children's development, supporting children's learning, leading and managing a childminding setting and 'Prevent' duty, has been used to inform day-to-day practice and improve outcomes for children.

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Leadership and governance Strong standard

The childminder takes appropriate responsibility for ensuring that all statutory requirements of the early years foundation stage are met. Regular risk assessments are completed, contributing to a safe environment where children can play and learn securely. Partnerships with parents are well established. Information is shared effectively to support continuity between home and the setting, and parents are kept informed about children's experiences and development. The childminder also works with local community links and early years settings to support children's transitions and broaden their experiences. Children's best interests are at the centre of the childminder's decision-making, including children who may face barriers to learning or wellbeing. There is a clear focus on inclusion and ensuring that all children can participate fully in activities and experiences.

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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 are happy and settled in this calm yet playful setting. Children smile, laugh and explore new sounds as they engage with toys alongside the childminder. The childminder creates playful learning experiences, joins in children's play and responds warmly to their interests and attempts to communicate. Children feel safe, valued and secure, and they clearly share very strong bonds with the childminder. This is evident in the way children seek comfort, reassurance and interaction throughout the day.

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

Children make progress in communication and language from an early age. The childminder models language well, repeats words and sounds for children to copy and creates many opportunities for conversation and interaction. Children enjoy sharing experiences and chatting with one another as they play. The day is calm yet purposeful. Children know routines well and behave exceptionally well. Activities are engaging and appropriately challenging, helping children develop a positive attitude towards learning. Children enjoy looking at books, exploring different textures and listening to stories. Children are supported to build towers and playfully knock them down, developing coordination, confidence and fine motor skills.

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

Children spend significant amounts of time outdoors. They explore cardboard boxes, throw beanbags at targets, paint large boxes and investigate water. The childminder joins in enthusiastically, helping children sustain their engagement and extend their ideas. There is a strong sense of teamwork as children play cooperatively and support one another. Children develop their physical skills through a wide range of experiences. They push shopping trolleys, ride in toy cars, kick balls, balance on equipment, use slides and play in the sandpit. Older children enjoy imaginative role play, pretending to be shopkeepers and customers. Children are encouraged to move in different ways, such as slithering like snakes, stomping like dinosaurs or swinging their arms like monkeys, which they thoroughly enjoy. Children thrive because the childminder knows them well and tailors learning experiences to their individual needs and stages of development.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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