Childminder

Childminder

Unique reference number (URN): 2760547 Registered with Ofsted: 15/03/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with families to meet the individual needs of the children and promote regular attendance. By supporting children to gradually increase their days, the childminder helps them establish routines and prepare confidently for the next stage of their education. Children play cooperatively, build lasting friendships and have a secure relationship with the childminder. They show positive attitudes to learning and engage eagerly in activities for long periods of time. Children understand what is expected of them during daily routines, including mealtimes and transitions, which they manage extremely well and independently. Children consistently demonstrate respectful manners, saying please and thank you without being prompted by an adult.

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Behaviour, attitudes and establishing routines Strong standard

The childminder models positive behaviour and maintains high expectations. Frequent praise and clear boundaries help children behave extremely well. Children listen carefully, help each other, follow instructions and respond positively to the gentle guidance of the childminder. This creates a calm and respectful environment where children feel safe and valued. The childminder actively supports children's emotional development through stories, conversations and everyday interactions. As a result, children are building their confidence and being prepared for the next stage of their learning.

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Achievement Expected standard

Children make consistent progress from their starting points and show that new knowledge is securely embedded. Children use a broad range of vocabulary, express themselves confidently and have meaningful conversations with both adults and peers. Children can concentrate for extended periods of time and have high levels of engagement in their chosen activities. Children interact extremely well with one another and play cooperatively without the need for adult direction.

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Achievement Expected standard

Children show excellent manners, take turns, share resources and independently tidy up. They have a keen sense of responsibility and respect for others. These skills support children's social and emotional development and help to build self-esteem. Children are very confident and independent for their age. They manage routines well, and hygiene practices are embedded into the daily routine. Children are well prepared for the next stage of their education and are developing the skills they need to succeed.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm and nurturing environment where children form close, secure attachments. She knows the children and their families well and uses this knowledge to meet individual needs effectively. Children demonstrate that they feel safe, settled and confident in her care. She updates parents regularly, strengthening partnerships and supporting continuity of learning. The childminder maintains a safe, secure and well- organised environment and embeds daily risk assessments into her practice. She teaches children how to stay safe in the sun by wearing sun hats and applying sun cream.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy lifestyles by providing nutritious meals and snacks. She offers a variety of fruits and vegetables at every mealtime. She encourages children to develop independence by helping them to use cups confidently and take part in preparing their lunch. She follows safe eating procedures and maintains high standards of hygiene at all times. She teaches children to wash their hands before eating and to use facecloths and wipes afterwards. Children understand daily routines and move smoothly between activities. The childminder provides a calm area where children relax and read, helping them regulate their emotions. She develops children's emotional awareness through stories, conversations and everyday interactions. She actively supports children's physical health through forest school sessions, dance activities and visits to soft play, making effective use of local community resources.

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Curriculum and teaching Expected standard

The childminder designs and delivers a child-led, age-appropriate curriculum that reflects children's interests and stages of development. She plans engaging learning experiences that respond to individual needs and help children build skills at their own pace. She places a keen emphasis on communication and language, teaching new vocabulary and listening skills through everyday interactions. The childminder asks thoughtful questions and holds meaningful conversations with children to extend their thinking and support understanding. She embeds singing, storytelling and role play into daily routines to develop attention, confidence and early literacy skills, preparing children for the next stage of their education.

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Curriculum and teaching Expected standard

The childminder introduces early mathematics and literacy naturally through play and daily activities, ensuring children secure foundations before moving on to more complex learning. She builds on what children already know and can do, helping them to make progress. By regularly reflecting on practice and following children's interests, she plans well to extend their learning and help them embed what they learn. She also plans regular outings, such as visits to the library and forest school sessions, to broaden children's understanding of the world and strengthen their confidence and social skills.

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Curriculum and teaching Expected standard

The childminder uses assessment information, such as the progress check at age 2 and transition records, to monitor development and inform planning. She reviews children's progress through regular observations and recognises the need for further training, particularly for children with special educational needs and/or disabilities or other barriers to learning.

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Inclusion Expected standard

The childminder demonstrates inclusive practice that supports the needs of all children who attend, including children with special educational needs and/or disabilities (SEND). The childminder forms effective partnerships with families from the start. A detailed registration form helps to identify children's needs, interests and any potential barriers to learning early. The childminder has identified ways to support a wider range of SEND, through additional training. The childminder observes and listens to children to identify emerging learning needs. She uses this knowledge to plan and adapt learning experiences that follow children's interests. Activities are accessible, meaningful and motivating for all children. Through calm, sensitive interactions and the purposeful use of props, she helps children to communicate, regulate their emotions and develop confidence.

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Inclusion Expected standard

The childminder assesses children's progress through timely assessments such as the progress check at age 2. However, the childminder does not always make the use of ongoing assessments to identify any emerging needs quickly. She works with and maintains effective links with the local school. Therefore, transitions to the next stage of education are supportive, promoting continuity in children's learning and wellbeing.

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Leadership and governance Expected standard

The childminder demonstrates a sound knowledge and understanding of the skills young children need to become confident and independent learners. She reflects this clearly in the way she plans and teaches the curriculum, ensuring learning builds progressively and meets their individual needs. Well-organised and established routines support both younger and older children, helping them feel secure and understand expectations. The childminder actively engages with the local community, giving children regular opportunities to experience new environments and broaden their learning. For example, they attend other playgroups and visit the local library and parks. She also attends monthly childminder groups, which strengthens partnership working and encourages the sharing of good practice.

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Leadership and governance Expected standard

The childminder shows a clear commitment to developing her practice through ongoing training and reflection. She identifies that specific training about how to support children with special educational needs and/or disabilities would strengthen practice further. Partnerships with parents are positive and effective. The childminder communicates well, values parental contributions and welcomes feedback to support children's learning and wellbeing. She promotes inclusion by finding fun ways to teach children about difference and respect for others. Policies and procedures are in place, up to date and implemented consistently, supporting safe and effective practice.

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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 demonstrate that they feel safe and secure in this warm and nurturing childminding setting. They quickly become absorbed in play and have a positive relationship with the childminder. Young children benefit from high-quality interactions that support their communication and language development. Singing, stories and imaginative role play are regular features of the day. This helps to build confidence, vocabulary and social skills. Children enjoy sharing books together and respond with excitement, particularly to interactive stories and songs. Children have time to explore their interests, and learning is

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About this setting

Type: Childminder thoughtfully extended by the childminder. They develop their focus during activities such as puzzles, role play with dolls and building with construction materials. They confidently make choices and tidy up independently. Children are keen to learn and build their self-esteem consistently, as their efforts are acknowledged with lots of praise. They also learn about differences through attending fun classes such as Latin dance and by getting to celebrate their heritage, for example by learning about Australia Day.

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About this setting

Children's physical development is also prioritised. They practise independence skills such as washing hands, putting on shoes and helping to prepare snacks. Children enjoy outdoor play with opportunities such as riding tricycles around the garden. Early mathematics and science learning are incorporated seamlessly. For example, children learn about planting herbs and experiment with snow and ice by watching it melt and change shape. The childminder works well in partnership with parents to help her understand children's individual needs. She provides parents with verbal updates about their child's progress in learning; however, the childminder does not always use assessment well enough to identify any emerging delays in children's development promptly. The childminder also values family contributions through parental questionnaires.

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Next steps

The childminder should refine how she reviews children's progress in learning to help her to promptly notice any emerging gaps and take action to support children's individual needs.

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About this inspection

The inspector spoke with the childminder and 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. Registration date: 15/03/2024

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday : 08:00 - 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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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

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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