Childminder

Childminder

Unique reference number (URN): 2783933 Registered with Ofsted: 14/06/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children make strong progress from their starting points. They gain the knowledge and skills needed for their next stages of learning because activities reflect their interests and stages of development. Children communicate increasingly confidently with adults and their peers. They use familiar words and short phrases during play and routines. Children build their vocabulary and develop confidence communicating over time.

p.2

Achievement Strong standard

Children show enthusiasm and enjoyment as they take part in familiar music and story experiences. They eagerly join in with repeated phrases, actions and songs alongside adults and other children. These experiences help children to strengthen their listening, communication and social skills. Children increasingly respond to questions, identify pictures confidently and engage positively alongside their peers.

p.2

Achievement Strong standard

Children also demonstrate increasing concentration and independence during activities and routines. They confidently make choices, explore resources independently and show pride in their achievements. As a result, children develop confidence, curiosity and positive attitudes towards learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder establishes consistent and well-embedded routines. This helps children to feel emotionally secure and understand what is expected. Daily routines, such as mealtimes, group activities, outdoor experiences and quieter periods, provide clear structure and consistency throughout the day. These routines provide valuable opportunities for children to develop increasing independence. Children confidently choose resources, tidy away toys and manage simple self-care tasks during everyday routines.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder promotes regular attendance and works closely with families to maintain consistent routines. This helps children to feel secure and benefit fully from the experiences available each day.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder models calm, respectful interactions. She uses gentle guidance to help children understand her expectations and develop positive relationships with others. For example, during play experiences and routines, children are encouraged to share resources, take turns and play alongside one another positively. Through these supportive interactions, children develop increasing confidence and cooperation.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder uses inclusive approaches to support children's behaviour and emotional wellbeing. She adapts routines and interactions sensitively according to children's ages, stages of development and individual needs. Children confidently seek reassurance or quieter spaces when needed before returning positively to activities and play with others.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children show enthusiasm and enjoyment in their play. They remain engaged in activities for sustained periods and confidently make choices about their play and learning. Warm and nurturing relationships contribute to a calm atmosphere throughout the setting. As a result, children behave positively and enjoy taking part in the experiences available to them.

p.2

Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the centre of her practice. She provides a warm, nurturing and supportive environment where children feel safe, valued and emotionally secure. Close relationships between the childminder, her assistant and children help children to develop confidence and secure attachments. These positive relationships are evident in children's confidence to seek reassurance, cuddles and support throughout the day and in the way they confidently engage in play and daily experiences.

p.3

Children's welfare and wellbeing Strong standard

Healthy lifestyles are promoted effectively. The childminder provides balanced meals and snacks and encourages children to make healthy choices. For example, children confidently choose fruit during mealtimes and increasingly manage aspects of self-care independently. The childminder also promotes positive hygiene practices, including handwashing and activities linked to oral health. These experiences help children develop healthy habits and increasing independence.

p.3

Children's welfare and wellbeing Strong standard

Children benefit from regular opportunities for outdoor play and physical activity. The childminder uses outdoor experiences and outings within the local community to help children develop confidence exploring different environments and support their physical wellbeing.

p.3

Children's welfare and wellbeing Strong standard

The childminder adapts care practices and experiences thoughtfully to support children's individual needs and emotional wellbeing. This inclusive approach helps children to feel safe, secure and fully included within the setting.

p.3

Curriculum and teaching Strong standard

The childminder provides a rich and engaging curriculum that reflects children's interests while supporting their development across the areas of learning within the early years foundation stage. She understands how young children learn and plans experiences that build on what children already know and can do. Her priorities include developing children's communication, confidence, independence and sociability. As a result, children build securely and consistently on their existing knowledge and skills over time.

p.3

Curriculum and teaching Strong standard

Interactions are engaging and purposeful. They build on children's interests and developmental stages. The childminder observes children carefully and adapts activities to extend children's thinking and involvement. For example, during sensory play activities, children eagerly explore coloured rice, water and natural materials using scoops, containers and different tools. They talk about colours and textures as they pour, fill and empty containers during play. Children explore alongside one another and share conversation throughout the activity. These experiences help children to develop communication, early mathematical understanding and problem-solving skills through meaningful experiences. Children show growing confidence exploring and testing their ideas independently.

p.3

Curriculum and teaching Strong standard

Children's communication and language develop through engaging and interactive experiences throughout the day. During familiar story and song sessions, children eagerly join in with repeated phrases and actions. They confidently identify pictures and respond to questions. These experiences help children to strengthen their vocabulary, listening skills and confidence communicating with adults and peers.

p.3

Curriculum and teaching Strong standard

Children also benefit from opportunities to explore creativity and self-expression. During sensory and creative activities, children independently select resources, explore different materials and confidently talk about what they are doing. They sustain concentration for extended periods and proudly share their achievements with adults and other children. The childminder also encourages positive partnerships with families to support continuity in children's learning between home and the setting.

p.4

Inclusion Strong standard

Children benefit from a highly inclusive environment where they are well known, valued and supported to take part fully in daily experiences. The childminder carefully observes children's development and identifies emerging needs early so support can be adapted quickly and effectively. This thoughtful and responsive approach helps to reduce barriers to children's learning and wellbeing.

p.4

Inclusion Strong standard

The childminder supports children who speak English as an additional language effectively through close partnership working with parents and carers. She provides consistent support throughout routines, stories and play experiences. The childminder uses repetition, visual cues, gestures and familiar routines to help children understand and communicate confidently. These positive interactions help children to feel understood, emotionally secure and increasingly confident participating within the setting.

p.4

Inclusion Strong standard

The childminder demonstrates a deep knowledge and experience in supporting children with special educational needs and/or disabilities and children who require additional support. She monitors children's progress carefully and adapts routines, interactions and the environment thoughtfully according to children's individual needs. The childminder also prioritises children's emotional wellbeing effectively. For example, children have access to a sensory quiet space where they can rest, regulate their emotions and take quieter time when needed. She also uses sign language alongside spoken language consistently to support children's communication and understanding where appropriate.

p.4

Inclusion Strong standard

As a result, children develop confidence, feel included and engage positively in play and learning experiences alongside others.

p.4

Leadership and governance Strong standard

The childminder demonstrates thoughtful and reflective leadership. She is committed to providing high-quality care and education. The childminder reflects regularly on children's experiences, interests and stages of development. She adapts the provision to help meet children's changing needs effectively. This supports children to remain engaged, confident and motivated within their learning.

p.4

Leadership and governance Strong standard

The childminder works closely alongside her assistant to help ensure children receive consistent care, support and learning experiences throughout the day. Regular discussions take place regarding children's progress, wellbeing and individual needs. The childminder supports her assistant appropriately within her role. This helps create a calm and consistent approach across daily experiences and interactions.

p.4

Leadership and governance Strong standard

The childminder also considers workload and wellbeing within the setting. She maintains regular communication with her assistant and adapts experiences where needed to help ensure the day runs smoothly for children and adults.

p.5

Leadership and governance Strong standard

Partnership working with parents and carers is positive and supportive. The childminder communicates regularly with families about children's experiences, wellbeing and development. Parents report that their children are happy, settled and excited to attend. They describe the childminder as warm, approachable and supportive. They appreciate the regular communication they receive regarding their children's care and development.

p.5

Leadership and governance Strong standard

The childminder also monitors children's attendance carefully and works closely with families to help maintain consistency for children. Through reflective practice and close partnerships, the childminder ensures the setting continues to meet children's individual needs effectively.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.6

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.6

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

The childminder provides a warm, nurturing and inclusive environment where children feel safe, cared for and confident to explore. Positive relationships with the childminder and her assistant help children to settle quickly and develop a secure sense of belonging. Children confidently approach adults for reassurance, cuddles and conversation throughout the day. The childminder knows children well. She responds thoughtfully to their individual personalities, interests and emotional needs. As a result, children are emotionally secure, happy and eager to take part in daily experiences.

p.6

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

Children enjoy a rich range of engaging experiences that encourage curiosity, communication and interaction. For example, children gather together for familiar songs and story sessions where they eagerly join in with repeated phrases and actions. Children confidently identify pictures, respond enthusiastically to questions and enjoy listening to familiar stories. These shared experiences help children to develop their communication and language skills securely from their starting points, including children who speak English as an additional language.

p.6

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

Children's interests and experiences are reflected throughout their play and learning. During sensory and outdoor activities, children independently select resources, explore different materials and proudly share their discoveries with adults and their peers. Children remain engaged for sustained periods. They confidently express their ideas and choices during activities and routines. Children's individual needs and home experiences are valued throughout the setting. This helps children to feel included, valued and confident within the setting.

p.6

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

Children also gain increasing independence through everyday routines, such as choosing resources, tidying away toys and managing simple self-care tasks. The childminder supports children patiently and encourages their efforts. She promotes regular attendance and works closely with families to maintain consistent routines. This helps children to benefit fully from

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

Facts and figures used on inspection

the experiences available each day. As a result, children are increasingly confident, sociable and independent learners who are well prepared for their next stages of learning.

p.7

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 children, including those who may face barriers to their learning and/or wellbeing.

p.7

About this inspection

The inspector spoke with the childminder, assistant, parents and carers during the inspection.

p.7

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.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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 .

p.8

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9