Childminder

Childminder

Unique reference number (URN): 2788264 Registered with Ofsted: 25/06/2024 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 make consistently high levels of progress from their individual starting points across all areas of learning. They demonstrate considerable age- and stage-appropriate knowledge, skills and understanding, which prepares them well for their next stage of learning. Children develop confident communication and language skills as they clearly express their needs, share their ideas, and begin to recognise and name different emotions. They use these skills to build positive relationships with their peers.

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Achievement Strong standard

Children show growing independence as they manage everyday tasks, including serving themselves fruit, pouring water, hanging up their coats and managing hygiene routines. As a result, children develop problem-solving skills and take pride in their achievements.

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Achievement Strong standard

Children make very good progress in mathematics as they recognise numbers up to 5 while completing a peg puzzle with support, copy patterns during a drawing activity, count with increasing confidence and use mathematical language during play and routines. Children, including those with special educational needs and/or disabilities, achieve well from their individual starting points and develop the skills needed to participate confidently in their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a positive culture where children develop respectful relationships and highly positive attitudes towards their learning. She builds warm and trusting relationships with children and parents through respectful and empathetic interactions. She models kindness and respect, helping children understand the importance of treating others thoughtfully. Younger children develop these skills through playful experiences as they learn to share resources and engage in interactive play. For example, children eagerly join role play involving 2 dolls and 1 pram. The childminder supports children to manage this shared play by singing a familiar song about sharing resources and taking turns. Children respond positively and develop an increasing awareness of boundaries, emotions and the needs of others. The childminder skilfully follows children's interests and extends their learning by helping them practise these new skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes thoughtful routines that children understand and follow confidently. She adapts routines during children's settling-in periods to reflect their home experiences, helping them feel secure and become familiar with expectations. This approach supports children to build trusting relationships and develop confidence within the setting. Children attend regularly, and the childminder communicates the importance of consistent attendance with parents. Children highly benefit from regular opportunities to build relationships, follow familiar routines, and engage fully in their learning.

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Children's welfare and wellbeing Strong standard

Children flourish in the warm and nurturing care of the childminder. She prioritises children's emotional wellbeing and creates an environment where children feel secure, valued and understood. Children develop an awareness of their emotions as the childminder thoughtfully weaves meaningful conversations about feelings throughout the day. This greatly helps children recognise their emotions, build resilience, and develop strategies to manage their feelings from an early age.

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Children's welfare and wellbeing Strong standard

Children develop healthy habits and learn how to care for themselves. They confidently follow hygiene routines and understand the importance of washing their hands as they rub them together to create bubbles and clean them effectively. Children develop an understanding of healthy lifestyle choices as they explore a variety of fruit and vegetables. The childminder helps children understand how to stay healthy during everyday experiences. For example, when it rains, she explains why children need appropriate clothing to stay dry and reduce the risk of becoming unwell. Children begin to make links between their choices and their own wellbeing.

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Children's welfare and wellbeing Strong standard

Children highly benefit from regular opportunities to explore their local community through visits to the children's centre, parks and playgrounds. They develop social skills, physical abilities and confidence as they interact with others and explore different environments. Children strengthen their coordination, balance and large-muscle movements as they take safe risks during play. The childminder highly promotes children's welfare through effective safety practices, ensuring children feel confident while developing their independence.

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Curriculum and teaching Strong standard

The childminder knows children, their interests and their individual needs very well. She uses this knowledge effectively to design an ambitious and well-sequenced curriculum that reflects the children in her care. From the beginning of each child's settling-in period, she builds positive relationships and identifies children's starting points effectively. This enables her to plan meaningful experiences that support children's next steps and help them make impactful progress. The childminder provides children with real-life learning opportunities that build their confidence, independence and wider skills. For example, she supports children to serve themselves food, pour their own drinks and take pride in managing everyday tasks. The childminder skilfully uses these moments to extend learning and celebrates children's growing independence.

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Curriculum and teaching Strong standard

The childminder creates a language-rich environment where children develop their communication skills through conversations, songs, rhymes and stories. She encourages children to share their ideas, needs and experiences with her and their peers. Parents recognise the highly positive impact the setting has on their children's speech and language development.

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Curriculum and teaching Strong standard

The childminder skilfully integrates mathematics into children's daily experiences. She helps children develop their understanding of numbers, patterns and problem-solving through puzzles, songs, counting activities and play with construction resources. She plans experiences that bring different areas of learning together while adapting her teaching to support children's individual needs, including children who may need additional support. For example, during a tea party role-play activity, she supports children to practise turn-taking, explore colours, discuss quantities, and include healthy foods within their play. The

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Expected standard

childminder's thoughtful approach helps children develop knowledge, confidence and a positive attitude towards learning.

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Inclusion Expected standard

The childminder creates an inclusive environment where she recognises every child as unique and values their individual needs, interests and characteristics. Before children start at the setting, she speaks with parents to gather information about their child's development, routines, interests and any additional support they may need. This helps her adapt the environment and her approach to support children's individual needs from the beginning.

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Inclusion Expected standard

The childminder builds positive relationships with children and gets to know them well. She uses her knowledge of each child to identify their needs, assess their development and provide appropriate support. She recognises barriers that may affect children's learning and takes steps to help children access the full range of experiences at the setting. For example, she observes children's needs, plans specific activities to address areas of development, introduces supportive strategies, and evaluates how effective these approaches are.

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Inclusion Expected standard

The childminder works closely with parents and the local authority to support children, including those with special educational needs and/or disabilities. She seeks advice from the local authority and develops her knowledge through further reading and professional learning. She has established a range of strategies to support children's individual needs and promotes their participation and wellbeing. The childminder is aware of the need to deepen her knowledge of available support, including funding options, to further strengthen the support she provides for children who face barriers to their learning and development.

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Leadership and governance Expected standard

The childminder creates a nurturing environment where children feel secure, develop confidence, and enjoy their learning. Parents describe the setting as a 'home away from home' where their children feel safe and receive support across their daily routines and learning experiences. Parents particularly value the individual support strategies the childminder introduces for each child and recognise the positive impact these have on their children's routines and experiences at home. The childminder communicates regularly with parents. However, she does not always ensure parents have a clear and consistent understanding of their children's next steps, which limits their ability to extend learning and support progress beyond the setting.

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Leadership and governance Expected standard

The childminder reflects on her environment, practice and the experiences she provides for children. She works in partnership with the local authority, parents and other childminders to discuss ideas, share knowledge and identify areas for improvement. The childminder develops her professional knowledge, for example through courses linked to the needs of children in her unique setting. She has developed a foundation of knowledge around supporting children with special educational needs and/or disabilities, which helps her recognise children's individual needs and introduce appropriate strategies to support their learning and wellbeing. She continues to extend her understanding of strategies that support children who may face barriers to their learning.

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Leadership and governance Expected standard

The childminder considers her workload carefully and prioritises children's safety, wellbeing and learning. She manages her responsibilities effectively and continues to develop her knowledge and practice to provide high-quality care that meets the individual needs of all children.

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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 arrive to warm smiles and open arms in this nurturing childminding setting. They show that they feel safe, secure and valued as they confidently separate from their parents and enter the stimulating environment with excitement. Children build positive relationships with their peers and the childminder, creating a strong sense of belonging where they feel comfortable to join in, share ideas and develop friendships.

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

Children develop their independence from the beginning of their day. They hang up their coats, tidy away their shoes and make choices about the activities they want to explore. The childminder provides a range of engaging experiences that reflect children's individual interests and helps them make progress across all areas of learning. For example, during a tea party role-play activity, children practise a range of skills as they take turns, offer tea to their friends and hold meaningful conversations. Children sustain their engagement for

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About this setting

Unique reference number (URN): 2788264 extended periods, showing enjoyment in their play while developing their communication skills, social understanding and relationships.

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About this setting

Children explore and understand their local community through regular outings. They visit the local park, playground, children's centre and stay-and-play sessions, where they experience different environments, meet other children and strengthen their physical skills through activities such as climbing and exploring. The childminder helps children understand how to keep themselves safe by explaining expectations and discussing why these routines matter. Children develop confidence as they navigate new experiences and learn how to manage risks safely.

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About this setting

Children form secure attachments with the childminder, which helps them build confidence, curiosity and independence. They practise important life skills during everyday routines, including hygiene, mealtimes and choosing resources. Children show growing confidence as they make decisions, solve problems and become capable learners who enjoy their time at the setting.

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Next steps

The childminder should further develop knowledge and strategies to support children with special educational needs and/or disabilities, especially around available funding options to reduce barriers to their learning. The childminder should ensure parents have a clear understanding of their children's next steps in learning so they can share strategies more consistency.

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About this inspection

The inspector spoke with the childminder, parents 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. Type: Childminder

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About this inspection

Operating hours: 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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