Childminder

Childminder

Unique reference number (URN): 2803000 Registered with Ofsted: 27/09/2024 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 make progress in their communication and language and show growing confidence in expressing themselves during play and everyday interactions. They join in with familiar songs, stories and group activities, using words and short phrases to communicate their ideas and respond to what they hear. Children who speak more than one language participate confidently and engage well alongside their peers. Children develop early mathematical understanding through regular opportunities to count, recognise shapes and use mathematical language. They demonstrate confidence when counting objects and identifying shapes during play, showing familiarity with concepts such as size, quantity and number.

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Achievement Expected standard

Children also develop physical skills through active play indoors and outdoors. They enjoy regular opportunities to be physically active and participate enthusiastically in outdoor experiences. Children move around their environment with growing confidence and enjoyment. Overall, children make progress from their starting points, reflecting the childminder's generally effective understanding of their development and learning needs.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to understand what happens during the day through calm and consistent routines. She provides clear guidance during play and everyday activities and uses praise and encouragement to promote positive behaviour. Children respond well to this approach and show willingness to join in with activities and cooperate during routines. The childminder acts as a positive role model. She speaks respectfully and uses simple, clear language to support children's understanding. Children respond positively, engaging in activities and showing enjoyment as they take part. They are familiar with daily routines, including handwashing before snack, joining group activities and helping to tidy away resources.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance, which supports continuity in children's learning and helps them settle into familiar routines. Children move confidently between activities and generally respond positively to the childminder's expectations. The childminder supports children sensitively when they need reassurance or encouragement. This helps them manage transitions calmly and remain emotionally secure. However, opportunities to further develop children's independence within daily routines are not yet fully embedded. At times, children are not consistently encouraged to make choices or take responsibility for aspects of routines for themselves. As a result, opportunities to further develop children's independence during everyday routines are sometimes missed.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through calm, consistent routines and responsive care. The childminder takes time to understand children's individual needs, including sleep routines, and ensures that daily care practices help them feel safe and secure. Children benefit from clear routines that support hygiene, handwashing and safe eating. The childminder supervises children closely during mealtimes, helping them to develop appropriate habits. She works with parents to promote healthy food choices, supporting children's understanding of a balanced diet.

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Children's welfare and wellbeing Expected standard

The childminder promotes oral health through activities and resources, including opportunities for children to practise tooth brushing and learn about visiting the dentist. This helps children become familiar with routines that support their wellbeing. Children's privacy and dignity are respected during personal care routines. The childminder follows appropriate hygiene procedures and ensures that children feel comfortable and supported.

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Children's welfare and wellbeing Expected standard

Children also benefit from regular opportunities for physical activity, both indoors and outdoors. They enjoy active play and develop confidence in their movements through a range of physical experiences. Overall, children feel safe, comfortable and well cared for in an environment that supports their health and wellbeing.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that reflects children's interests, starting points and next steps in learning. She uses ongoing observation to understand what children know and can do and incorporates learning opportunities into everyday play and routines. The curriculum focuses on supporting communication and language, early mathematical understanding and personal development through a range of play-based experiences.

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Curriculum and teaching Expected standard

The childminder supports learning by joining children's play, modelling language and using familiar activities to reinforce key skills. For example, children practise counting, shape recognition and mathematical language through activities such as play dough. Children confidently identify shapes, count objects and use language linked to size and quantity. Children also benefit from stories, songs and daily conversations, which help build their vocabulary and confidence in communication. Children who speak more than one language are supported through repetition, visual prompts and opportunities to hear and use both English and their home language.

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Curriculum and teaching Expected standard

The childminder follows children's interests to maintain engagement and uses a range of resources, both indoors and outdoors, to support learning. Children benefit from opportunities to be active and explore, including regular use of the outdoor environment and experiences in the local community, which support their physical development and confidence. However, opportunities to consistently extend children's thinking and communication are not yet fully embedded. At times, interactions move on too quickly and children are not always given sufficient time to respond or develop their ideas further. As a result, children do not consistently deepen their learning during play and routines.

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Inclusion Expected standard

The childminder generally promotes inclusion effectively and ensures that children feel valued and able to take part in all aspects of the setting. She typically adapts her interactions to support children's communication and engagement, including those who are learning English as an additional language. She uses repetition, visual cues and home language to help children understand and participate confidently in activities. The childminder monitors children's development through ongoing observation and uses what she knows about them to support their participation. She works closely with parents, discussing children's needs and next steps to help maintain continuity between home and the setting.

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Inclusion Expected standard

The childminder demonstrates a developing understanding of how to support children with special educational needs and/or disabilities (SEND). She has accessed relevant training and has a range of resources available, such as sensory materials and books to support children's behaviour and regulation. She understands how to access advice and guidance from external agencies and relevant professionals when required to support children with SEND. The childminder helps children learn about different cultures and traditions through experiences in the local community and planned activities, including celebrations and festivals. As a result, children feel included, develop confidence and form positive relationships.

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Leadership and governance Expected standard

The childminder leads the setting with a clear sense of purpose and ensures that children benefit from a well-organised and nurturing environment. She reflects regularly on her practice and considers how routines, activities and interactions support children's learning and wellbeing. This ongoing evaluation helps her refine daily practice and continue to develop the provision to meet children's changing needs.

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Leadership and governance Expected standard

The childminder uses her knowledge of child development and ongoing observations to inform planning and identify appropriate next steps. She generally adapts resources and interactions to reflect children's interests and developmental stages and recognises areas where further development is needed. Ongoing professional development supports her to maintain current knowledge and continue to develop her practice.

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Leadership and governance Expected standard

Parents speak positively about the childminder and describe the setting as supportive and well organised. They report that their children are happy and enjoy attending. Parents value regular updates about learning and development and describe communication as clear and timely. The childminder works closely with parents to support consistency between home and the setting and she understands how to access advice and guidance from relevant services when needed. Overall, the childminder maintains a secure environment where children are supported to learn and develop well.

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

Children arrive happily and settle quickly into this welcoming home setting. They benefit from warm relationships with the childminder and co-childminder, who know them well and understand their interests, routines and individual personalities. The childminder responds sensitively to children's needs and provides reassurance, encouragement and praise throughout the day. This helps children feel safe, valued and secure. Children play alongside one another happily and are supported to take turns, share resources and develop friendships. They benefit from positive partnerships with parents, which help provide consistency in their care and learning. Children who speak more than one language are included well and participate confidently in daily experiences.

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

Children enjoy a varied day where they have opportunities to explore, play and learn together. They eagerly join stories and singing activities, confidently contributing their ideas and joining in with familiar words and actions. Children are curious and motivated to participate and are keen to share their experiences with the childminder and their friends. The childminder supports children's confidence and helps them develop the skills needed for their next stages of learning.

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

Children thrive through familiar routines and positive experiences each day. They enjoy healthy snacks and learn about healthy lifestyles through daily routines and discussions. They benefit from regular opportunities to play outdoors and develop their physical skills. Children generally behave well and respond positively to the childminder's expectations. The childminder supports them sensitively to manage their feelings and minor disagreements. Children are cared for well and experience a nurturing environment where they feel confident to play, explore and learn.

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Next steps

The childminder should build on how she supports children's thinking and communication during play and routines, to extend their learning more consistently. The childminder should continue to develop opportunities for children's independence during daily routines, such as choosing foods and helping with preparation at snack time.

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About this inspection

The inspector spoke with the childminder, parents and carers 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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