Childminder

Childminder

Unique reference number (URN): 2762222 Registered with Ofsted: 28/11/2023 Registers: EYR, CCR

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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 demonstrate prominent levels of confidence, independence and curiosity in their play and learning. They communicate openly with adults and peers and use ambitious vocabulary such as 'adventure' and 'bulldozer' during conversations and imaginative play. Children confidently share their ideas, ask questions and solve problems. For example, they predict what will happen when sand and water mix.

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Achievement Strong standard

Children develop secure mathematical skills through everyday experiences. They compare size, count objects, discuss length and confidently use language such as 'bigger' and 'smaller'. Children show excellent physical coordination as they pour drinks, use tools safely and independently serve food during mealtimes. They confidently manage routines such as handwashing, tidying away resources and accessing drinking water.

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Achievement Strong standard

Children play cooperatively alongside others, take turns and show amazing levels of kindness towards their friends. Children with special educational needs and/or disabilities and children learning English as an additional language make significant progress from their starting points. For example, children develop confidence in communicating their needs and building positive relationships. Children gain the skills, resilience and independence they need for their future learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff establish clear, nurturing routines and model kindness, respect and positive communication throughout the day. They praise children's efforts, encourage good manners and support children to manage their feelings calmly. As a result, children become emotionally secure, confident and cooperative.

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Behaviour, attitudes and establishing routines Strong standard

Children behave remarkably well. They are kind, respectful and considerate towards adults and peers. Children share resources willingly, wait patiently for their turn and use excellent manners during routines and activities. They show genuine care for others, such as comforting upset friends and helping peers during play and mealtimes. Staff's calm guidance and consistent expectations create a happy and nurturing environment where children feel safe and valued.

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Behaviour, attitudes and establishing routines Strong standard

Children move extremely confidently through familiar routines because adults provide clear expectations and support independence well. Children tidy away resources, help serve meals and manage personal care tasks independently. During mealtimes, staff sit alongside children, model safe practices and encourage children to pour drinks, cut food and clear away plates. Consequently, children develop considerable independence and self-care skills.

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Behaviour, attitudes and establishing routines Strong standard

Staff and leaders ensure routines are highly inclusive. They work closely with families and professionals to provide consistent strategies, sensory resources and predictable routines for children who need additional support. As a result, children with special educational needs and/or disabilities and emerging needs feel secure, included and able to participate fully alongside their peers. Leaders promote attendance and punctuality effectively by working closely with families, following up absences promptly and maintaining consistent daily routines. As a result, children attend regularly, settle quickly and are ready to learn.

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Children's welfare and wellbeing Strong standard

Leaders and staff place children's happiness, safety and emotional wellbeing at the centre of daily practice. They build warm, trusting relationships with children and families and take the time to understand children's individual needs and home experiences. As a result, children feel safe, valued and emotionally secure within the setting.

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Children's welfare and wellbeing Strong standard

Leaders ensure effective systems are in place to support children's welfare. Staff complete daily risk assessments, supervise children carefully, and consistently remind them how to keep themselves safe. For example, children confidently explain why they wear sun hats outdoors and talk about drinking water to stay 'hydrated'. Staff encourage children to manage self-care tasks independently, such as cutting food to appropriate sizes. Consequently, children develop confidence, resilience and independence.

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Children's welfare and wellbeing Strong standard

Staff support children's emotional wellbeing highly effectively. They comfort children sensitively when upset, use calm reassurance and adapt approaches carefully for children. For example, staff use signing, visual prompts, sensory resources and singing to support children's communication and emotional management. Leaders work closely with families and external professionals to ensure support remains consistent. As a result, children with special educational needs and/or disabilities feel included, settled and able to participate fully alongside their peers.

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Children's welfare and wellbeing Strong standard

Leaders and staff actively promote inclusive welfare practices. They provide practical support for families when needed and create calming environments that help children relax and self-regulate. Consequently, children develop positive self-esteem, secure relationships and a deep sense of wellbeing that helps them thrive.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious curriculum that places children's emotional wellbeing, communication, independence and curiosity at the centre of learning. Children benefit from meaningful experiences that build on their interests and help them develop the knowledge and skills they need for their next steps. Leaders place a big emphasis on real-life learning opportunities, such as visits within the local community and outdoor exploration. As a result, children become confident, inquisitive learners who enjoy exploring and asking questions.

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Curriculum and teaching Strong standard

Teaching is highly responsive to children's individual needs and interests. Staff extend learning effectively through skilful questioning, modelling language and meaningful conversations. For example, staff encourage children to predict what will happen when cutting fruit and compare the sizes of objects during snack time. Children confidently use mathematical language such as 'bigger', 'smaller' and 'long strips' in their conversations. Staff support children's communication and language well through singing, storytelling and imaginative play. Consequently, children develop prominent vocabulary, listening skills and confidence in expressing themselves. The curriculum is highly inclusive. Leaders quickly identify children who may need additional support and adapt teaching and experiences effectively to reduce barriers to learning. For example, personalised sensory strategies and predictable routines help children regulate

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Curriculum and teaching Strong standard

their emotions and engage positively in activities. Staff provide additional challenge for children who are ready for more complex learning experiences, such as advanced puzzles and caring for African snails. Consequently, children of all abilities remain engaged, make progress from their starting points and develop wonderful attitudes towards learning.

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Inclusion Strong standard

Inclusion is a significant strength of the setting. Leaders take a highly proactive approach to identifying and reducing barriers to children's learning and wellbeing. Staff work closely with families, external professionals and the local authority to understand children's individual needs and implement targeted support swiftly. They use observations, behaviour tracking and sensory-based strategies effectively to adapt routines, resources and experiences so all children can access learning successfully.

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Inclusion Strong standard

Children with special educational needs and/or disabilities and emerging needs are supported remarkably well. For example, leaders introduce predictable routines, sensory resources and calm spaces to support children's emotional regulation and behaviour. Staff work consistently with families and external agencies to identify patterns and implement personalised strategies. As a result, children make significant progress in managing emotions, building positive relationships and communicating their feelings appropriately. Leaders provide additional challenge for children with advanced skills to maintain high levels of engagement and motivation.

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Inclusion Strong standard

Children from disadvantaged backgrounds receive sensitive and practical support, including sun safety equipment and educational resources, helping to reduce pressure on families and ensure children feel secure and ready to learn. Staff actively celebrate children's cultures, languages and family experiences through daily practice, festivals and discussions about the wider world. Consequently, children develop deep respect for differences, value others and thrive in an environment where they feel thoroughly understood, included and supported.

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Leadership and governance Strong standard

Leaders provide highly ambitious and reflective leadership. They create a calm, nurturing environment where children feel safe, secure and confident to explore. Leaders evaluate the provision honestly and identify clear priorities for improvement, including strengthening the environment following a move to new premises and enhancing provision for children with sensory and additional needs. This professional self-evaluation drives continuous improvement and positively impacts children's experiences.

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Leadership and governance Strong standard

Leaders monitor children's development and wellbeing closely through observations, tracking meetings and collaborative discussions with families and professionals. As a result, children receive timely support, and barriers to learning are identified early. Leaders also respond proactively to local issues, such as promoting dental hygiene and attendance, helping children develop healthy habits and consistent routines. Leaders place a large emphasis on staff wellbeing and professional development. Weekly meetings, appraisals and peer observations help staff feel valued, supported and confident in their roles. Leaders carefully adapt workloads and responsibilities to support less- experienced staff and build confidence over time. Staff describe leaders as approachable, knowledgeable and responsive, which contributes to a positive and consistent environment for children.

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Leadership and governance Strong standard

Professional learning is highly effective. Staff access regular training in safeguarding, special educational needs and communication development. Consequently, children benefit from effective support for their communication, emotional regulation and independence.

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Leadership and governance Strong standard

Leaders expertly use additional funding to reduce barriers to children's learning and wellbeing, helping children feel included and ready to learn. Leaders use funding to enhance provision for children with special educational needs and/or disabilities through sensory resources and adaptations to the environment. Therefore, children's communication, emotional wellbeing and progress from their starting points are thoroughly supported.

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Leadership and governance Strong standard

Partnerships with parents and the wider community are inspiring. Families value the highly personalised support and communication they receive. Children benefit from outings, cultural experiences and community opportunities that broaden their understanding of the world.

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

Children flourish in this highly nurturing and inclusive setting where they feel safe, valued and emotionally secure. Children arrive happily, separate confidently from their parents and quickly settle into familiar routines. Staff build wonderfully warm relationships with children and families and know children's personalities, interests and needs very well. As a result, children develop prominent attachments and a deep sense of belonging. Parents describe the setting as 'invaluable' and praise the caring, personalised support their children receive.

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

Children achieve remarkably well from their starting points. They become curious, independent learners who confidently explore, ask questions and solve problems. Children excitedly predict what will happen when cutting fruit, discuss whether a passing aircraft is a plane or jet and investigate where milk comes from before making their own butter. Staff extend children's thinking skilfully through meaningful conversations, imaginative play and real-life experiences. Consequently, children develop effective communication, mathematical thinking and early problem-solving skills that prepare them well for future learning.

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

Children behave impeccably and show high levels of respect and kindness towards others. They cooperate during routines, patiently wait for their turn and use excellent manners, such as asking, 'May I be excused?' Children confidently manage their self-care needs by washing their hands, serving food, pouring drinks and clearing away independently. Staff support children sensitively to understand emotions. For example, children learn to recognise feelings through songs and stories.

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

Children with special educational needs and/or disabilities and children who need additional emotional support thrive. Staff work closely with families and external professionals to adapt routines, environments and teaching approaches around children's individual needs. For example, staff provide sensory spaces, one-to-one support and personalised strategies that help children regulate their emotions and develop positive relationships. Children who previously struggled with communication or behaviour make significant progress in confidence, language and social development.

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

Children benefit from highly consistent routines that help keep them safe. They learn about healthy lifestyles, hygiene and risk through daily experiences and enjoy rich opportunities to explore the local community and wider world.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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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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About this inspection

The inspector spoke with leaders, assistants, children and their parents 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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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

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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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