Childminder

Childminder

Unique reference number (URN): 2793170 Registered with Ofsted: 14/10/2024 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 Expected standard

Children make steady, secure progress across all areas of learning and show that they are well prepared for the next stage of their learning. They are becoming increasingly confident communicators, using their developing language skills to express their ideas, share their thinking and draw others into their imaginative play. Children approach new experiences with a positive, can do attitude. They listen carefully to instructions and concentrate intently as they paint their own caterpillars, using 'The Very Hungry Caterpillar' book cover design to help them choose the colours they need.

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Achievement Expected standard

Children demonstrate growing independence in their self care routines. They put on their own sandals before going into the garden and independently organise the step they need for handwashing at snack and lunchtime. Throughout the day, children show that they are confident, happy and motivated learners who take pride in their achievements and persevere with tasks.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive behaviours and attitudes because the childminder has developed routines that are well established and clearly understood. They know that when they finish an activity, they tidy up before choosing something new, helping them develop responsibility and respect for their environment. The childminder offers frequent, explicit praise, which builds children's confidence in their own abilities. She adapts her practice to support their growing resilience when tasks become challenging.

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Behaviour, attitudes and establishing routines Expected standard

Warm, nurturing care practices help children feel secure and settled. They understand what is happening now and next, cooperating naturally with routines throughout the day. The childminder is highly involved in children's play, joining them at their level and sensitively expanding their ideas to extend learning. She models the behaviour she expects, setting clear and consistent expectations. As a result, children use polite language, take turns and show kindness without prompting .Children enjoy collaborative play, drawing on shared experiences to create imaginative games, such as styling the childminder's hair with the hairdresser set.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is monitored carefully, and the childminder works in partnership with parents to address any emerging patterns or barriers. Her inclusive planning ensures that each child's needs and circumstances are considered, enabling all children to remain engaged, focused and motivated within a calm, predictable routine.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm, welcoming and nurturing environment where children feel safe, valued and eager to explore. Children demonstrate high levels of confidence within the setting, engaging positively in play and showing curiosity in new experiences. Personal care routines are sensitively supported, with potty training carried out in close partnership with parents and reinforced through gentle encouragement. Children show a growing awareness of good hygiene, independently washing their hands after using the toilet and before eating.

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Children's welfare and wellbeing Expected standard

The childminder places a clear emphasis on children's emotional wellbeing. Through imaginative play and the use of props, she helps children understand and manage their feelings, prompting meaningful discussions about different emotional responses. A thoughtfully designed cosy corner provides a calm space for children to self regulate and recognise when they may need time away from others. Independence is promoted throughout daily routines, such as when children safely cut their own grapes using a knife.

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Children's welfare and wellbeing Expected standard

Although the childminder keeps children safe and supervises them closely, she could strengthen this further by providing clear explanations about why certain behaviours are unsafe. Helping children understand the consequences of actions would support them to make safer, more informed choices in future.

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Curriculum and teaching Expected standard

The childminder delivers a broad, well sequenced and inclusive curriculum that is rooted in a clear understanding of what children need to learn. She implements this through purposeful experiences. Children's progress is accurately tracked from their starting points enabling the childminder to identify precise next steps. These are shared with parents and worked on collaboratively, ensuring children make steady, secure progress across all areas of learning.

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Curriculum and teaching Expected standard

Communication and language development is prioritised. The childminder models clear pronunciation without drawing attention to children's errors, supporting confident speech. Core books, such as 'The Very Hungry Caterpillar', are used to enrich vocabulary and inspire wider learning.

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Curriculum and teaching Expected standard

Mathematics is explicitly taught. Children repeat the modelling of positional language such as 'up' and 'down' whilst scooting in the garden. They confidently count fruits as they appear in a story and explore colours through movement activities. The childminder is skilled at ensuring the curriculum remains responsive to children's interests. For example, when painting caterpillars, children extend the experience and investigate colour mixing with curiosity. The childminder promotes this by asking children to predict what colour red and green might make.

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Curriculum and teaching Expected standard

Children demonstrate strong problem solving skills, balancing coloured balls on spoons and categorising them independently. Physical development is well promoted through safe, confident use of outdoor equipment, balanced challenges and catching activities with scarves.

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Inclusion Expected standard

The childminder is committed to providing an inclusive and ensures that every child is recognised as an individual with their own strengths, interests and needs. Although there are currently no children on roll with identified special educational needs and/or disabilities, she continues to closely monitor and track the progress of all children. This enables her to identify any emerging gaps swiftly and take timely action. She is confident in the steps to follow should concerns arise and has an established, positive relationship with the local authority, ensuring she can access guidance and support without delay.

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Inclusion Expected standard

The childminder creates an environment where every child feels valued, respected and able to succeed. She supports children to recognise their uniqueness and individuality, helping them develop a positive sense of self. Resources reflect the diversity of the local community and wider world, enabling children to see themselves and others positively represented in their play. The childminder enriches children's understanding of different cultures and traditions through stories, arts and crafts, celebrations and meaningful experiences

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Leadership and governance Expected standard

The childminder provides calm, consistent leadership and establishes daily routines that help children feel safe, secure and ready to learn. Each day follows a predictable structure, including regular visits to a range of local community venues and green spaces. These outings offer children rich opportunities to socialise in wider groups, explore new environments and develop their physical skills through active play. Time spent in parks and open spaces supports children's balance, coordination and confidence as they move, climb and navigate different equipment.

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Leadership and governance Expected standard

The childminder maintains a positive working relationship with the local authority and seeks guidance when needed, demonstrating reflective practice. Partnerships with parents are warm and effective. Daily handovers, verbal feedback and WhatsApp updates ensure families are well informed about their children's experiences and achievements. A network of local childminders provides professional support, opportunities to share best practice and wider social experiences for children.

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Leadership and governance Expected standard

The childminder has a clear understanding of her setting's strengths and areas for development. However, she has not taken full advantage of opportunities for further professional development and training since beginning as a childminder. This limits her ability to further strengthen her knowledge of child development, improve her practice and raise the quality of the provision even further.

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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 are welcomed into an environment that is safe, calm, nurturing and thoughtfully organised to meet their needs. Children choose freely from a wide range of high quality equipment and resources that excite, inspire and challenge them. These choices empower them to follow their interests, lead their own learning and develop confidence in their abilities.

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

Supporting, trusting relationships underpin children's experiences. They form close bonds with the childminder, who is warm, responsive and attuned to their needs. Children come together to enjoy favourite stories, sitting closely and listening with anticipation. They respond excitedly to familiar phrases, predict what might happen next and delight in sharing these moments with others. Music and movement sessions bring joy and energy, with turn taking carefully promoted to strengthen children's social skills and help them understand how to play harmoniously.

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

Throughout the day, children seek reassurance, cuddles and comfort from the childminder, showing how safe and valued they feel. They communicate their needs clearly, telling her when they are full or have eaten enough of their packed lunch, demonstrating growing independence and self awareness. The childminder listens attentively, responding with sensitivity and respect, reinforcing children's sense of security and belonging.

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

Children's achievements are celebrated with genuine enthusiasm. The childminder gives high fives, claps along with them and shares in their excitement when they accomplish something new. These joyful, shared celebrations help children recognise their own success

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About this setting

Register(s): EYR, CCR, VCR and feel proud of what they can do. By modelling this positive response, the childminder creates a culture where effort is valued and achievements, big or small, are noticed, appreciated and enjoyed together.

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About this setting

Children benefit from consistently high quality interactions that deepen their learning and strengthen their sense of belonging. The childminder is highly engaged in children's play, joining them at their level and responding with genuine interest to their ideas. During water play, she sits alongside the children as they explore a tea set, modelling language such as 'pour,' 'full,' and 'empty,' and encourages them to think about what might happen as they fill and tip the cups.

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Next steps

The childminder should talk with children about how their behaviour affects others, helping them think about kinder choices next time so they can keep themselves and others safe. The childminder should access further training opportunities to continue to develop her practice and knowledge of child development.

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About this inspection

The inspector spoke with the childminder 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 statutory framework for children's learning, development and care, known as the early years foundation stage. Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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