Childminder

Childminder

Unique reference number (URN): 2787693 Registered with Ofsted: 28/05/2024 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 Strong standard

Children make exceptional progress from their starting points. The childminder prioritises communication and language effectively. Children who begin with limited language develop into confident speakers with secure, age-appropriate vocabulary. They engage deeply in conversations, stories and play, demonstrating increasing confidence and fluency. For example, when sharing stories, the children recall what they remember about having caterpillars previously. The childminder reminds the children of the cycle of growth from caterpillar to butterfly. The children use the new words and information to further clarify their understanding.

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Achievement Strong standard

The childminder supports children who face barriers to learning well. She identifies emerging needs and works closely with parents to secure timely support. Consequently, children, including those who are shy or less confident, make strong progress and begin to express themselves more independently.

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Achievement Strong standard

Children develop positive attitudes to learning and sustain engagement in a wide range of experiences. They show curiosity, resilience and independence. As a result, children are well prepared for their next stage of learning, including school, with secure personal, social and communication skills that support their future success.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes a highly positive and well-ordered environment, where clear and consistent expectations for behaviour are securely embedded. The childminder models respectful interactions and reinforces polite language effectively, ensuring children understand and meet expectations. As a result, children demonstrate excellent behaviour and show kindness, care and consideration towards their peers. Relationships between the childminder and children are warm, secure and responsive. Children show high levels of confidence, entering the setting happily and seeking reassurance when needed. The childminder's calm and consistent approach supports children's emotional security and enables them to engage deeply in their learning. Children are supported effectively to collaborate with others. They learn to share, take turns and negotiate during play, using appropriate language modelled by the childminder. Any minor conflicts are sensitively

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Behaviour, attitudes and establishing routines Strong standard

managed, helping children to develop positive social skills.

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Behaviour, attitudes and establishing routines Strong standard

Clear routines are firmly established and consistently implemented. The childminder places a strong emphasis on attendance and punctuality, communicating expectations clearly to parents and promoting a sense of belonging for children. Expectations are thoughtfully adapted to meet children's developmental stages, ensuring all children can succeed. This results in high levels of engagement, independence and positive attitudes to learning.

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Children's welfare and wellbeing Strong standard

The childminder demonstrates highly effective practice in promoting children's welfare and wellbeing. She knows the children exceptionally well and tailors care practices to meet their individual needs, ensuring they feel safe, secure, valued and supported. The childminder demonstrates a clear understanding of how to adapt her practice to ensure inclusion for all, including children with special educational needs and/or disabilities or who face barriers to learning.

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Children's welfare and wellbeing Strong standard

Secure and responsive relationships are a key strength. Children show strong attachments, seeking reassurance and engaging confidently in their play. The childminder is consistently attentive, nurturing and responsive, which supports children's emotional security and confidence. Children are supported effectively to recognise and manage their emotions. The childminder skilfully labels feelings, offers reassurance, and encourages kindness and empathy.

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Children's welfare and wellbeing Strong standard

Children develop a strong understanding of healthy lifestyles. The childminder promotes good hygiene, healthy eating, and regular physical activity, while clearly explaining the reasons behind routines. She is vigilant in maintaining children's health and safety, including following current guidance on teeth cleaning, and online safety. She shares guidelines with parents. Routines for eating, sleeping and personal care are well established but flexible, meeting children's individual needs. Strong partnerships with parents further enhance consistency, supporting children's overall wellbeing and development.

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Curriculum and teaching Strong standard

The childminder demonstrates a clear and accurate understanding of the quality of education. She has designed an ambitious, well-sequenced curriculum that meets the requirements of the early years foundation stage and reflects children's starting points and interests. The childminder articulates the intent of the curriculum confidently and uses this to shape purposeful teaching that builds children's knowledge and skills over time.

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Curriculum and teaching Strong standard

The childminder prioritises key areas of learning effectively. She places a strong emphasis on communication and language, modelling vocabulary skilfully and embedding rich opportunities for talk, songs and stories throughout the day. Mathematical understanding is developed consistently through meaningful, everyday experiences. For example, the children measure the sunflowers they have planted. They track the growth by mark making the height. Children discuss the differences in sizes, shape and how much water they may need. As a result, children develop secure early language and number skills.

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Curriculum and teaching Strong standard

Assessment is used precisely and is integral to practice. The childminder accurately identifies what children know and can do and uses this information to plan children's next steps and adapt her teaching. She responds flexibly in the moment to extend learning and maintain high levels of engagement. The childminder knows children well and adapts provision to meet individual needs, including those who may require additional support. Children, including those who face barriers, make progress from their starting points.

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Inclusion Strong standard

The childminder demonstrates a robust commitment to inclusion. She identifies and assesses children's individual needs accurately through precise, ongoing assessment. The childminder uses her secure knowledge of child development to shape a curriculum that builds effectively on children's starting points and interests. She takes well-considered and targeted action to reduce barriers to learning and wellbeing. The childminder implements inclusive practices and adapts experiences to meet children's needs, informed by a well- developed understanding of building levels of support and relevant training for children who may have special educational needs and/or disabilities. She ensures all children access a broad range of rich, first-hand experiences that promote engagement, confidence and communication.

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Inclusion Strong standard

The childminder monitors children's progress closely and reviews the impact of support with rigour. She maintains clear records and works in positive partnership with parents to ensure consistency and continuity in children's care and learning. The childminder engages effectively with external professionals and uses local services appropriately to inform support strategies. Any additional funding, including early years pupil premium, is used strategically to enhance experiences and improve outcomes for disadvantaged children.

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Inclusion Strong standard

The childminder demonstrates a clear and secure understanding of how to support vulnerable children and is well placed to take timely, appropriate action where needed.

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Leadership and governance Strong standard

The childminder demonstrates a clear and reflective understanding of the strengths of the provision and identifies appropriate areas for further development. The childminder is confident in her ability to support all areas of learning and provide rich outdoor experiences, while recognising the need for ongoing professional development. She takes proactive steps to address this through ongoing reflection, liaison with early years services and training. The childminder demonstrates a strong commitment to improving her knowledge and practice. She has completed a wide range of relevant training, which has a positive impact on the quality of care and learning provided. Well-established systems ensure that safeguarding arrangements, routines and daily organisation are effective and consistently implemented.

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Leadership and governance Strong standard

The childminder has successfully enhanced opportunities for the children in her care and developed a well-regarded provision. For example, the outside garden has been carefully thought through so that children have opportunities for planting, exploring and caring for the chickens. Decisions are made in the best interests of children, with a clear focus on meeting their individual needs and promoting their wellbeing. The childminder manages her workload effectively, maintaining an organised and sustainable approach. Strong partnerships with parents further support continuity of care and positive outcomes for children. Demand for places is driven largely by positive recommendations from parents.

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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 thrive in this warm, nurturing and highly inclusive setting where they feel safe, valued and eager to learn. They arrive happily and quickly settle, demonstrating strong attachments to the childminder and confidence within the well-established routines. Children show high levels of engagement and enjoyment, particularly when involved in meaningful first-hand experiences such as feeding chickens, collecting eggs and exploring the natural environment. They concentrate for sustained periods, listen attentively to stories and actively participate by predicting and recalling key events.

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About this setting

All children make impressive progress from their starting points, particularly in communication and language. The childminder places a sharp focus on developing speech through rich interactions, songs and stories. Children who initially had limited language now communicate confidently, express their ideas and engage in conversations. Children develop increasing independence, managing their personal care, making choices in their play and confidently exploring their surroundings. The childminder knows each child extremely well and adapts experiences to meet their individual needs. She successfully reduces potential barriers to learning by closely monitoring children's development and responding swiftly, ensuring all children, including those who may need additional support, progress well. Children are well prepared for their next steps in education, developing the confidence, skills and resilience needed for transition.

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About this setting

Children play cooperatively, sharing resources and showing kindness to one another. They feel a strong sense of belonging in this inclusive environment, supported by positive relationships and respectful interactions. Partnerships with parents are strong and supportive, contributing to children's wellbeing and progress. Children flourish in a safe and stimulating environment where their individuality is recognised and celebrated, enabling them to grow into confident, curious and capable learners.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged learners, those with special educational needs, 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 children, parents and the childminder 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. Unique reference number (URN): 2787693

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About this inspection

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

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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

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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