Childminder

Childminder

Unique reference number (URN): 2785350 Registered with Ofsted: 14/05/2024 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 Expected standard

Children make steady progress from their starting points. They develop confidence in communication and language, join in with songs, name objects and talk about their experiences. Older children use a widening vocabulary and engage in meaningful conversations. Younger children develop early speech and understanding through repetition, modelling and close interaction. Children's early mathematical knowledge develops well. They recognise colours, count objects and talk about shapes during play. They show curiosity and are willing to have a go, demonstrating positive attitudes to learning. Children with emerging gaps or special educational needs and/or disabilities make typical progress. Older children show readiness for school through their independence, social confidence and growing communication skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm, positive environment with clear expectations for behaviour. Children understand routines and respond well to guidance. They help to tidy up, follow instructions and show pride in being helpful. The childminder models respectful interactions, and children mirror these in their play. They take turns and show kindness towards one another.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between the childminder and children are warm and trusting. Children feel secure and seek reassurance with confidence. This emotional security helps them to enjoy exploring new activities and engaging with others. The childminder supports children to collaborate and get along with their peers. She uses simple explanations, visual cues and gentle reminders to help children manage their emotions and understand how their actions affect others. This is particularly effective for younger children who are still learning to regulate their feelings.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is promoted well. Parents and carers understand the importance of regular routines, and children arrive ready to learn. The childminder adapts expectations sensitively for children with emerging needs, offering additional reassurance, when required. Children demonstrate positive attitudes to learning. They show curiosity and engage in activities with enthusiasm.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are central to the childminder's practice. She knows each child well and tailors care routines to meet their individual needs. Secure and responsive relationships help children feel safe and confident. Younger children seek comfort readily, and the childminder responds with warmth and reassurance.

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Children's welfare and wellbeing Expected standard

The childminder supports children to understand how physical development affects their health. She talks to them about keeping their hands clean, brushing their teeth and making healthy choices. Children enjoy regular outdoor play, where they develop physical strength, coordination and confidence. They explore the garden, practise climbing and talk about the plants they are growing. Children are supported to recognise and express their emotions. The childminder uses visual prompts and simple language to help children identify how they feel. This helps them develop emotional awareness and self-regulation skills.

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Children's welfare and wellbeing Expected standard

Routines are established and adapted sensitively for younger children and those with specific needs. The childminder supports children with feeding, sleeping and toileting in ways that promote independence while ensuring that they feel secure. She works closely with parents and carers to maintain consistency between home and her setting. Children's uniqueness is valued. The childminder celebrates children's backgrounds and experiences, helping them develop a positive sense of identity.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that is rooted in children's interests and daily experiences. She plans activities that build on what children know and can do, using familiar routines to support their learning. The childminder supports communication and language. She sings songs, reads stories and models new vocabulary, generally helping children develop confidence in their speaking and understanding. Teaching is typically warm and responsive. The childminder uses children's play to introduce early mathematical ideas, such as naming shapes, counting objects and talking about size and colour. She supports children's personal, social and emotional development effectively. She helps them recognise emotions and develop positive relationships. Children develop their physical skills throughout the day. Outdoors, they ride bicycles in the garden and enjoy the swing. Indoors, they push cars along a map and use their imaginations in their play. The childminder knows

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Curriculum and teaching Expected standard

the children well and adapts routines to support them. She works with parents and external professionals to support children to receive appropriate guidance. Children typically develop the knowledge and skills they need for their next stage of learning.

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Curriculum and teaching Expected standard

The childminder generally adapts teaching appropriately for children with emerging needs. She provides additional reassurance, simplifies instructions and uses visual prompts to support understanding. She generally recognises when children need time to explore independently and when they require more structured guidance. However, some activities are overly adult led and do not always allow children to contribute their own ideas or lead their learning. Younger children lose interest during longer, structured sessions because activities are not adapted well enough to meet their stage of development. The childminder is reflective and keen to strengthen her understanding of how children learn, including how to extend children's thinking through open-ended questioning and child-led discussion.

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Inclusion Expected standard

The childminder has created an inclusive environment where children's individual needs are identified early and responded to with care. She knows children well and uses observations, alongside information from parents and carers to assess emerging needs accurately. This includes recognising when delays may relate to bilingual development or when further assessment is required.

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Inclusion Expected standard

The childminder works closely with families to reduce barriers to children's learning and wellbeing. She engages with other professionals to support children with special educational needs and/or disabilities (SEND). She follows agreed strategies to help the children participate meaningfully in daily routines. She adapts activities and provides additional reassurance to ensure that children with SEND feel secure and included. The childminder monitors children's progress through regular discussions with parents and uses this information to adjust support. She is generally reflective of her own practice and recognises the importance of continually strengthening her knowledge. She undertakes further training; however, this is not always focused on the areas she needs to enhance most, such as how children with SEND learn best. The childminder has experience supporting disadvantaged families and understands how to use additional funding to enhance children's experiences

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Leadership and governance Expected standard

The childminder understands her responsibilities and is committed to providing a safe, nurturing environment for children. She typically reflects on her practice and takes action to improve areas she identifies as priorities. She has established clear routines and systems that support the smooth running of the setting. The childminder works closely with parents and carers, building secure partnerships that support children's learning and wellbeing. She communicates regularly with families and values their contributions. Parents speak positively about the care their children receive and the progress they make.

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Leadership and governance Expected standard

The childminder makes decisions that are in the best interests of children, particularly those with emerging or identified needs. She engages with external professionals to ensure that children with special educational needs and/or disabilities (SEND) receive appropriate support. She recognises the need to further improve her knowledge of SEND with more targeted focus and is committed to completing further training. Professional development is valued. The childminder seeks opportunities to enhance her understanding of child development, curriculum and teaching. She understands that she will benefit from further professional development. She is reflective about her own workload and self-care.

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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 experience a warm, nurturing environment where they feel safe, valued and emotionally secure. They form secure attachments with the childminder and seek comfort confidently. Their needs are met and responded to with sensitivity. This helps even the youngest children settle quickly and become familiar with the daily routines. Children enjoy their learning. They join in enthusiastically with familiar songs, stories and play activities. They show curiosity as they explore the indoor and outdoor spaces. Children talk about the plants they have grown and use resources imaginatively in their play. Older children share their ideas, and younger children benefit from close support as they develop their early communication and physical skills.

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

Children behave well. They follow instructions, help to tidy up and show kindness towards one another. They understand the childminder's expectations and respond positively to her calm approach. Children learn to take turns, share resources and express their feelings, supported by visual prompts and sensitive modelling. Children's individual needs are understood well. The childminder works closely with parents and carers to identify emerging needs. She adapts routines to support children with special educational needs and/or disabilities. Children who are bilingual are supported to develop confidence in English, while maintaining their home language. This helps all children and families feel included and participate fully. The childminder supports parents and carers to understand the importance of attendance through daily discussions and sharing progress children make.

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

Healthy habits are promoted. Children wash their hands, talk about keeping their teeth clean and enjoy regular outdoor play. They develop independence as they put on their coats, manage personal care and help prepare for snack time. Parents value the childminder's care and the progress their children make.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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Next steps

The childminder should develop further understanding of how children learn best to ensure that teaching consistently supports them to think, explore and lead their own learning. The childminder should adapt opportunities for children to contribute their own ideas and engage in discussions, particularly during adult-led activities. The childminder should strengthen practice through continuous professional development that deepens understanding, builds confidence and enhances teaching skills.

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About this inspection

The inspector spoke with the childminder, parents and carers 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. 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. 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 .

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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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