Childminder

Childminder

Unique reference number (URN): 2807462 Registered with Ofsted: 06/12/2024 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 progress from their starting points and develop knowledge and skills across the areas of learning and development. They engage in experiences that reflect their individual stages of development and build on what they already know and can do, helping them to prepare for their next stages of learning. Children show confidence in familiar routines and engage well in activities that reflect their interests. They develop increasing independence as they manage age-appropriate tasks and make choices during their play. Children develop their physical skills, coordination and self-help skills through everyday experiences.

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Achievement Expected standard

Children communicate confidently with the childminder and engage in conversations throughout the day. They develop early mathematical understanding through practical activities and apply their developing skills in meaningful contexts. Children demonstrate the knowledge, skills and behaviours expected for their age and stage of development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear and consistent expectations for behaviour and routines. Children understand what is expected of them and respond positively to her guidance. For example, they stop blowing raspberries when reminded and take turns while using the slide in the garden. Through consistent support and gentle reminders, children are beginning to manage their behaviour and emotions appropriately for their age. These approaches help children feel secure and develop an understanding of appropriate behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children develop warm and positive relationships with the childminder. They engage confidently with her throughout the day and enjoy taking part in shared routines and activities. Children learn to cooperate with others as they take turns, help to prepare the table for snack time and join in with everyday tasks. They show positive attitudes to learning, engage readily in activities and routines, and persevere with tasks appropriate to their age and stage of development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder uses consistent routines to support children's growing independence and sense of responsibility. Children happily look at books while the childminder prepares snacks and often imitate positive behaviours, such as cleaning the table after watching the childminder do so. They take pride in helping with simple tasks and demonstrate increasing confidence in managing age-appropriate responsibilities. The childminder considers children's individual ages, stages of development and circumstances when setting expectations and supporting behaviour. She works with parents to promote regular attendance and provide continuity in children's care and learning.

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Children's welfare and wellbeing Expected standard

The childminder places children's welfare and wellbeing at the centre of her practice. She develops positive partnerships with parents and shares information regularly through daily conversations, messages and online platforms. This helps to ensure continuity in children's care, wellbeing and development. Children confidently seek comfort and reassurance from the childminder when needed, reflecting the secure relationships they have formed. The childminder works closely with parents to understand children's individual needs, routines and developmental milestones, enabling her to provide consistent support.

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Children's welfare and wellbeing Expected standard

Children benefit from warm and nurturing interactions that promote their emotional wellbeing. They are happy, settled and secure in the childminder's care. The childminder responds sensitively to children's individual circumstances and welfare needs. For example, she works closely with parents to support children's toilet training, agreeing consistent approaches and celebrating children's achievements. This helps children develop confidence as they move through new stages of development. When children require reassurance, she responds calmly and provides the support they need to feel safe and secure.

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Children's welfare and wellbeing Expected standard

The childminder establishes routines that support children's health and wellbeing. She encourages good hygiene practices, such as hand washing before meals, and works with parents to maintain children's established sleep routines. She knows children well and adapts her care to reflect their individual ages, stages of development and needs. This inclusive approach helps children feel secure, supports their wellbeing and enables them to thrive.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of how children learn and uses this knowledge to provide a curriculum that supports their development across the areas of learning. She plans experiences that build on children's interests and developmental stages, helping them to acquire the knowledge and skills they need for future learning. The childminder uses everyday interactions purposefully to support children's learning. During routine activities, she encourages children to count their fingers and introduces positional language, such as 'forward' and 'backward', as they learn to cut fruit safely. These experiences help children develop communication, language, mathematical understanding and fine motor skills through meaningful everyday experiences.

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Curriculum and teaching Expected standard

The childminder uses what she knows about children's interests and developmental stages to shape the experiences she provides. She supports learning through play, conversations and everyday routines, helping children to build on what they already know and can do. This helps children to develop knowledge and skills across the areas of learning in meaningful and enjoyable ways. The childminder thoughtfully plans experiences linked to children's individual development. However, there is scope to further consider how activities can be adapted to ensure that all children remain fully engaged and challenged when experiences are designed to support a specific area of learning for individual children.

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Inclusion Expected standard

The childminder creates an inclusive environment and uses her knowledge of individual children to help shape the experiences and activities she provides. She knows her children well and works closely with parents to gather information about their development, interests and emerging needs. This helps her to identify potential barriers to children's learning and wellbeing at an early stage and adapt her provision accordingly. The childminder demonstrates a clear understanding of inclusive practice. She explains how she would modify activities and use visual and sensory resources to ensure that children at different stages of development can participate fully, including those with special educational needs and/or disabilities. She monitors children's progress through ongoing assessment and regular discussions with parents, using this information to inform children's next steps and review the effectiveness of support.

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Inclusion Expected standard

Partnership working contributes positively to children's experiences. The childminder understands the importance of working with other professionals and explains how she would seek advice and support if concerns about a child's development were identified. However, her knowledge of the wider range of services and pathways available to access specialist support is not yet fully developed. Consequently, opportunities to strengthen support for children with additional needs are at an early stage.

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Leadership and governance Expected standard

The childminder demonstrates a commitment to continuous improvement and providing positive experiences for children. She reflects on her provision and proactively seeks professional support and guidance to strengthen her practice. This contributes positively to the quality of the experiences she provides for children.

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Leadership and governance Expected standard

The childminder engages in professional learning to develop her knowledge and expertise. She completes a range of training, including online courses. She has booked further professional development, such as 'Mathematics in Everyday Routines'. This reflects her commitment to continually developing the quality of the experiences she provides for children.

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Leadership and governance Expected standard

The childminder develops positive partnerships with parents and values their contributions to children's care and learning. Regular communication helps to ensure consistency between home and the setting. For example, the advice and support she provides help parents to manage important developmental transitions consistently between home and the setting. Parents speak positively about the care and support she provides and appreciate the information she shares about their children's experiences and progress. The childminder also engages with the local community, taking children on regular outings to broaden their experiences and support their learning beyond the setting.

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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 and quickly settle into the warm and welcoming environment. They form secure relationships with the childminder, who knows them well and responds sensitively to their individual needs. Children confidently seek her out for reassurance, support and praise, helping them to feel safe, valued and included. Children enjoy a broad range of experiences that capture their interests and encourage them to explore. For example, they delight in caring for strawberries and tomatoes in the garden, helping to water the plants they chose themselves. Children eagerly talk about the world around them, such

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About this setting

as the sounds of helicopters overhead, and enjoy sharing books, songs and conversations throughout the day. Children develop their communication, thinking and early mathematical understanding through everyday routines and experiences.

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About this setting

Children develop increasing independence. They serve their own cereal, help to prepare snacks and learn how to use simple tools safely. They take pride in their achievements and respond enthusiastically to the childminder's encouragement and praise. Children build successfully on what they already know and can do. For example, they become increasingly confident communicators. Children behave well and understand familiar routines. They listen carefully, wait patiently and learn to take turns with their friends. Children enjoy learning alongside one another and show consideration for others during play. Regular visits within the local community, together with experiences at the library, parks and singing groups, help to broaden children's experiences and develop their confidence.

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About this setting

Children thrive in this nurturing environment. The childminder works closely with parents to support children's care, wellbeing and development. Consistent approaches between home and the setting help children feel secure and develop confidence. Children demonstrate a strong sense of belonging and are developing the knowledge, skills and attitudes they need for future learning.

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Next steps

The childminder should strengthen her knowledge of local support pathways for children with additional needs to help ensure that appropriate support can be accessed promptly if required. The childminder should ensure that experiences consistently reflect all children's individual needs and interests, supporting sustained engagement in learning.

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About this inspection

The inspector spoke with the childminder and a parent 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. Unique reference number (URN): 2807462

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 17:30

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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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