Childminder

Childminder

Unique reference number (URN): 2798150 Registered with Ofsted: 08/07/2024 Registers: EYR

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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 progress well from their starting points. They confidently use new words and show determination when solving small problems independently, demonstrating the positive impact of the childminder's teaching over time. For example, children recognise shapes when building with blocks and successfully match them to their printed 2D versions. This shows that they are beginning to make links between objects and symbols.

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Achievement Expected standard

Children's knowledge, skills and understanding align with expectations for their age, providing a secure foundation for future learning. For example, during outdoor play, children use small boats to collect foam figures floating in the water. They work out how to move the boats towards the figures. Children adjust their movements when the figures drift away, then try again by splashing water. They are fully absorbed in the activity, showing growing concentration skills as they test different ways to catch the floating objects. This helps them learn about cause and effect and how objects move in water.

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Children's welfare and wellbeing Expected standard

Children show happiness and a close bond with the childminder. For example, they seek comfort from her and respond to her care with warmth and affection. They demonstrate a sense of belonging by leading their own learning independently across all rooms and outdoors. The childminder typically promotes healthy eating and good hygiene at all times. She offers nutritious snacks throughout the day and maintains close communication with parents and carers regarding children's eating habits. This creates a shared approach to healthy eating both at home and in the childcare setting. Good hygiene practices are integrated into the daily routine. The childminder uses thoughtful, positive methods, such as a mirror when cleaning children's faces, to support their self-awareness. She supervises children during their meals and nap times to ensure their safety and wellbeing. After lunch, children enjoy some quiet time with a book in the childminder's arms to help them prepare

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy lifestyles by encouraging children to be active every day and to enjoy outdoor play in all weathers. She ensures children have regular opportunities to run, climb, explore and engage in physical activities outdoors. This helps them develop their coordination, confidence and overall physical wellbeing. By embracing outdoor play throughout the year, the childminder helps children build resilience and develop a positive attitude towards being active.

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Curriculum and teaching Expected standard

The childminder plans activities around children's interests and follows their lead during play. She knows what motivates each child and uses this to support their learning. For example, she provides plenty of opportunities for children who have an interest in transporting objects and filling and emptying containers to explore these interests through cars, diggers, loose parts, containers and construction play. She naturally introduces mathematical ideas, such as counting and shapes. The childminder uses additional resources available to extend children's learning.

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Curriculum and teaching Expected standard

Music and singing are an important part of the day. The childminder sings many familiar songs and nursery rhymes to support children's communication and language development. Children know the songs well. They start singing and join in confidently with the words and actions. The childminder is thoughtful in her use of music, selecting songs that are matched well to children's ages, stages and individual needs. She uses music intentionally to reinforce learning through the use of new vocabulary, support transitions between activities and build children's confidence in expressing themselves. This purposeful approach means music is not simply an enjoyable routine but a consistent and effective tool for children's development.

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Curriculum and teaching Expected standard

The childminder provides many books and prints, and uses them well to support children's learning. For example, she shares a story about using a potty to encourage discussion and link to children's next developmental steps.

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Curriculum and teaching Expected standard

The childminder's interactions with children are warm and encouraging. There are times, though, when she asks many questions and answers them before children have time to think. On occasion, this does limit children's ability to share their ideas and develop their language and thinking skills.

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Inclusion Expected standard

The childminder identifies and responds to the individual needs of the children in her care. She gathers detailed information about children's interests, routines and home backgrounds from the outset. This helps children settle securely and feel valued. The childminder is alert to potential barriers to children's learning and liaises with parents, carers and health professionals to agree and implement strategies that meet children's needs. She demonstrates her knowledge of how to support children with special educational needs and/or disabilities and is aware of when and how to seek specialist support.

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Inclusion Expected standard

The childminder supports children and families from different cultural backgrounds. She uses both their native language and English in her interactions, helping children feel secure while actively developing their English language skills. Children at an early stage of learning the English language show good comprehension and are beginning to use words and short phrases with confidence. The childminder matches resources to the ages and stages of individual children, enabling everyone to participate safely and independently. For example, children cut their own fruit at snack time using knives carefully matched to their age and developmental stage. They wash their hands before eating with increasing independence.

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Inclusion Expected standard

The childminder demonstrates a clear understanding of the funding available to support children in her care. She is knowledgeable about funded entitlements and how to access additional funding where relevant, and she uses this understanding to ensure all children can benefit fully from her provision.

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Leadership and governance Expected standard

The childminder talks passionately about improving outcomes for all children. She demonstrates genuine care for the children and families she works with. The childminder often reflects on ways to improve her teaching and already takes steps to introduce new experiences. For example, she has planned to broaden children's social experiences by taking them to a local playgroup.

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Leadership and governance Expected standard

The childminder promotes partnership with parents and carers and values their views. She regularly seeks feedback through questionnaires and daily conversations. The childminder also uses parents' suggestions to help her reflect on and improve her practice. She keeps parents involved in their children's experiences by sharing information about daily activities and ongoing progress. The childminder provides opportunities for children to become part of the wider community by attending local groups with other childminders, visiting parks and going on local walks. These experiences help children develop their social skills, build confidence and learn about the world around them.

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Leadership and governance Expected standard

The childminder responds openly to professional feedback and reflects willingly on her practice. She eagerly seeks opportunities to access additional training to strengthen her teaching skills. The childminder recognises and plans to access targeted training in behaviour management and emotional regulation to further support her knowledge in setting clear expectations and supporting children to manage their own behaviour.

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Behaviour, attitudes and establishing routines Needs attention

The childminder does not implement consistent behaviour management strategies. This negatively impacts children's ability to develop a secure understanding of rules and expectations. When children do not follow her guidance, the childminder does not support children to understand how their actions can impact others. For example, during tidy-up time, the routine is initiated, but the childminder does not ensure that the children join in or understand the importance of this task. As a result, children continue with their own activities while the childminder clears up toys. When children struggle to share, the childminder acknowledges their feelings but does not explain what sharing involves or model strategies for managing it. As a result, children do not develop the understanding or skills to handle these moments independently. While children have a strong bond with the childminder, she does not set and reinforce clear expectations for their behaviour. As a result, children do not

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Behaviour, attitudes and establishing routines Needs attention

always develop the positive attitudes to learning and the social and emotional skills needed to manage their own behaviour.

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Behaviour, attitudes and establishing routines Needs attention

The childminder promotes the importance of regular attendance and encourages parents to ensure children attend consistently. She understands that attending regularly helps children build secure relationships, establish routines and make secure progress in their learning and development. The childminder helps children prepare for changes in the routine by giving them advance notice and using familiar signals for transitions. Everyday routines, such as snack time, are used to develop children's independence, with children helping to prepare their own food and manage simple tasks for themselves.

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

Children thrive in this positive, home-like environment. They feel safe, settled and valued. Children arrive confidently, greeting visitors and returning throughout the session to share their discoveries and favourite toys with them. Children who speak English as an additional language are supported to access all aspects of the setting, and their cultural backgrounds are welcomed and respected. Children practise familiar songs and rhymes and join in with confidence during singing sessions. They sing songs independently and use words and phrases they have learned. Children develop their independence through daily routines. For example, children put on their shoes and jackets before going to the garden independently. Children attend regularly and consistently, which reflects how settled and happy they are in the childminder's setting.

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

The childminder uses her knowledge of each child's interests and current needs to plan meaningful experiences. Children who are at an early stage of learning English are understood and included. They respond to instructions and use a wide range of vocabulary with growing confidence. The childminder is warm and caring, and children like being with her. However, children's ability to develop a secure understanding of behavioural expectations is not yet fully supported. For example, when disagreements arise, children do not yet receive the clear guidance they need to understand how to manage their behaviour and develop positive social skills. This limits children's ability to benefit fully from the learning opportunities available to them.

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

Children have access to a rich outdoor environment that extends their learning beyond the indoors. They explore water play, using boats across a water tray and investigate how they float and move. In the strawberry patch, children dig with purpose, developing their physical strength and their understanding of the natural world. They also have the opportunity to play tennis, developing their coordination and gross motor skills through active play. Outdoor provision is varied and genuinely engaging, giving children the freedom to explore, take risks and be physically active.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 05:00

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following action by the assigned date:

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Action Completion Date

implement consistent and appropriate behaviour management strategies and develop a secure understanding of how to support and manage children's behaviour in an appropriate way 03/08/2026

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About this inspection

The inspector spoke with the childminder and with 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. 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. 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 .

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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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