Childminder

Childminder

Unique reference number (URN): 2784582 Registered with Ofsted: 26/04/2024 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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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the centre of her practice. She has embedded a nurturing and inclusive culture where children feel safe, valued and supported. Children form secure attachments with the childminder and any assistants and confidently seek comfort, reassurance and guidance when needed. These warm and trusting relationships consistently support children's emotional security, confidence and sense of belonging.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's emotional wellbeing through well-established routines, including daily circle times and meaningful interactions throughout the day. Children confidently recognise, express and discuss their emotions during planned activities and spontaneous conversations that arise through play and stories. The childminder and any assistants know children exceptionally well and use their secure understanding of individual needs, interests and personalities to adapt experiences, routines and support effectively. As a result, children feel understood, respected and supported to develop positive attitudes towards themselves and others.

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Children's welfare and wellbeing Strong standard

The childminder has embedded effective practices that promote healthy lifestyles and support children's overall wellbeing. She provides nutritious home-cooked meals and snacks and uses mealtimes as valuable opportunities to encourage independence and develop children's understanding of healthy choices. Children serve themselves where appropriate and engage in meaningful conversations about food and wellbeing. Consistent routines for handwashing, toileting and personal care help children develop good hygiene habits and increasing independence. The childminder works closely with parents to ensure a consistent approach to eating, weaning, sleeping and toileting routines, helping children feel secure and supported. She follows effective safer sleeping procedures and reviews these regularly to ensure children's safety. Children benefit from frequent opportunities for physical activity through local outings and participation in football and dance sessions, which support their

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Children's welfare and wellbeing Strong standard

physical health, confidence and overall wellbeing.

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Inclusion Strong standard

The childminder creates an inclusive environment where every child can participate, achieve and make good progress from their individual starting points. She builds warm, positive relationships with children and their families and takes time to understand each child's unique needs, interests and next steps in learning. Through effective observation, assessment and ongoing monitoring, she identifies potential barriers to learning at an early stage and implements targeted strategies to reduce or remove them. Robust induction procedures ensure that comprehensive information is gathered when children join the setting, enabling the childminder to plan purposeful support from the outset.

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Inclusion Strong standard

The childminder and any assistants develop secure attachments with children, helping them feel safe, valued and confident. They use their knowledge of each child to set appropriate targets, monitor progress closely and review outcomes regularly to ensure that support remains effective and responsive to changing needs. As a result, children receive timely interventions that help them make sustained progress in their learning and development.

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Expected standard

The childminder adapts her practice skilfully to meet the needs of all children. She provides appropriate resources and furniture, tailors her interactions and adapts activities to ensure that every child can access learning opportunities and participate fully in daily routines. She works closely in partnership with parents, maintaining open and honest communication and valuing their contributions to assessments and planning. Together, they identify children's needs, agree next steps and consider how additional funding can be used effectively to support children's development and improve outcomes.

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Expected standard

When concerns arise, the childminder responds promptly and takes decisive action. She makes timely referrals to relevant professionals to secure early support and works proactively to ensure that children receive the help they need. Parents remain fully informed throughout the process and contribute meaningfully to decision-making, helping to provide a consistent approach between home and the setting.

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Expected standard

The childminder works highly effectively with a range of professionals, including local authority services, health practitioners and specialist support teams. She implements recommendations carefully, reviews agreed targets regularly and contributes actively to a coordinated approach that meets children's individual needs. Drawing on her special educational needs qualification and expertise, she has developed a special educational needs and disabilities resource that she shares with other settings to promote consistent, inclusive and effective practice across the sector.

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Achievement Expected standard

Children demonstrate positive attitudes towards learning and engage enthusiastically in the opportunities provided. They interact confidently with the childminder and any assistants, knowing that support and guidance are readily available when needed. Children develop independence and curiosity and generally explore activities and their surroundings with increasing confidence.

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Achievement Expected standard

Children particularly enjoy spending time outdoors and make full use of the newly developed outdoor area. They eagerly investigate their environment, take part in physical challenges and explore resources that reflect their interests and developmental stages.

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Achievement Expected standard

All children, regardless of their age, stage of development or individual needs, acquire knowledge and skills through the experiences, provision and support available. Typically, children make progress from their starting points and develop the attitudes, confidence and capabilities that prepare them for the next stage of their learning journey.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear daily routines that help children feel secure and confident throughout the day. Children understand what is expected of them and move smoothly between activities and routines. The childminder and any assistants promote independence consistently, encouraging children to take responsibility for age-appropriate tasks and make choices for themselves.

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Behaviour, attitudes and establishing routines Expected standard

At mealtimes, children demonstrate increasing independence and confidence. They collect their own plates and cutlery, pour their own drinks and, under appropriate supervision, cut their food. They also contribute to tidying up by clearing the table and sorting food waste into the correct bin. These routines help children develop practical life skills and a sense of responsibility.

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Behaviour, attitudes and establishing routines Expected standard

The childminder ensures that all children can access the environment and daily routines successfully. She provides appropriate resources, adaptations and support to meet individual needs, enabling every child to participate fully in activities and experiences. Attendance is actively promoted through clear expectations and procedures, which the childminder shares with parents.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave appropriately and engage positively with adults and their peers. The childminder and any assistants support behaviour by playing alongside children, modelling expectations and using praise and encouragement. However, staff do not always apply behaviour strategies consistently, which can affect the clarity of expectations and support provided.

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Curriculum and teaching Expected standard

The childminder has developed a sequenced curriculum that covers all areas of learning and development. She uses her knowledge of each child's interests, abilities and next steps to plan experiences that support continued progress from their starting points. She places a clear emphasis on communication and language, personal development and independence, ensuring that these key areas underpin daily practice.

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Curriculum and teaching Expected standard

The childminder provides opportunities for children to develop essential skills, including independence, confidence and self-care. Through everyday routines and carefully planned experiences, children learn to make choices, manage tasks and take increasing responsibility for themselves. The curriculum supports children in building knowledge, skills and understanding across all areas of learning.

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Curriculum and teaching Expected standard

The childminder and any assistants actively promote communication and language development. They model language, repeat and extend children's words, introduce new vocabulary and use comments and questions to encourage thinking and conversation. Children engage enthusiastically in songs, stories and discussions, demonstrating increasing attention and listening skills. Mathematics is weaved throughout the daily routine, with opportunities to count, match colours and shapes and compare size.

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Curriculum and teaching Expected standard

Physical development forms a key part of the curriculum. Children explore the newly renovated outdoor area with enthusiasm, accessing opportunities to climb, run, balance and dig.

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Curriculum and teaching Expected standard

The childminder offers children a broad range of resources and activities that reflect their interests and developmental needs. However, adult-led activities do not always have a sufficiently clear focus. At times, the inclusion of too many resources or choices distracts children from the intended learning. Consequently, children do not always develop their understanding as securely as they could.

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Leadership and governance Expected standard

The childminder demonstrates a clear commitment to providing high-quality early years experiences and has a detailed understanding of her setting, the children who attend and their individual needs. She reflects regularly on her practice and maintains an accurate overview of areas of effectiveness and aspects that require further development. For example, following an evaluation of outdoor provision and opportunities for physical development, she invested in a new cabin and covered outdoor area. She continues to review the impact of these developments and makes further adjustments where necessary to enhance outcomes for children.

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Leadership and governance Expected standard

The childminder and any assistants work collaboratively to manage responsibilities and support one another's wellbeing. They access a range of professional development opportunities, including local authority training, updates and networking events. The childminder monitors the practice of assistants and provides guidance and support where required. She evaluates the impact of training on practice, although she recognises the need to strengthen monitoring further to ensure greater consistency in approaches, particularly in relation to behaviour management.

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Leadership and governance Expected standard

The childminder values partnership working and maintains effective communication with parents and carers. She shares information about children's learning through home learning links and investigation bags and actively seeks feedback. Parents report that they feel informed, involved and supported. The childminder is also developing links with local pre- schools to support continuity and smooth transitions. The childminder has created resources for different aspects of early years and has shared these with other childminders.

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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 arrive happily at this welcoming and inclusive childminding setting. The childminder and any assistants greet them warmly and build secure, trusting relationships that help children feel safe, valued and confident. Children recognise that adults understand their individual personalities, interests and needs, and they readily seek support, comfort and encouragement when required.

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

The childminder carefully designs the environment to maximise the use of all available spaces. Children access a range of stimulating resources and experiences that encourage exploration, curiosity and learning. The setting accommodates all children, and the childminder makes thoughtful adaptations to ensure that everyone participates fully in daily activities and routines.

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

Children engage enthusiastically in activities that reflect their interests. Children enthusiastically explore music when one child begins playing a steel drum. The childminder skilfully extends learning by encouraging others to join the activity and introducing symbols to support participation. They eagerly take turns playing the instrument and respond to instructions as they engage in a shared musical experience. Using symbols for 'start' and 'stop' and 'loud' and 'quiet', they demonstrate their understanding as they listen carefully and follow directions. Through the childminder's sensitive guidance, children develop their communication and listening skills while remaining fully engaged in the activity. As a result, they enjoy a collaborative learning experience, sustain their concentration and participation, and become increasingly involved, including those who have previously shown less interest

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

Children particularly enjoy spending time outdoors and make full use of the newly developed outdoor provision. They explore different areas with enthusiasm, investigate resources

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About this setting

Register(s): EYR, CCR, VCR independently and participate in a variety of physical and imaginative experiences. The outdoor environment encourages children to become active, curious and confident learners.

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About this setting

Throughout the day, children develop independence through daily routines and opportunities to make choices. They take responsibility for age-appropriate tasks and contribute positively to the setting. Parents and carers play an active role in children's experiences. The childminder regularly invites family members to participate in activities, including story sessions. Most recently, a grandparent visited and shared a story with the children. Parents value the communication, support and involvement that the childminder provides.

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Next steps

The childminder should review the planning and organisation of activities to ensure that learning intentions remain clear and all children sustain engagement in learning experiences. The childminder should ensure that all adults use consistent approaches to supporting and managing children's behaviour so that children receive clear and predictable guidance about expectations and boundaries.

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About this inspection

The inspector spoke with the childminder. any assistants and children and gathered parents' views 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. Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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

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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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