Childminder

Childminder

Unique reference number (URN): 2794544 Registered with Ofsted: 15/07/2024 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

All children, including those from disadvantaged backgrounds and those with special educational needs and/or disabilities, make appropriate progress from their starting points across all areas of the curriculum. When playing with water, children demonstrate that they are learning to be kind, to share and to get along. For example, they say, 'You can come and play in my bucket,' when other children are looking for a space to play. Children learn to be independent as they wash their hands independently, with supervision, ready for snack.

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Achievement Expected standard

Children develop effective communication and language skills. Children show enjoyment in singing as they smile and actively join in with the actions and words of well-known songs. Young children have many words and can express themselves, helping them to be ready for the next stages in their education.

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Behaviour, attitudes and establishing routines Expected standard

Children behave very well with the calm, responsive, caring childminder. They show they are eager to learn as they excitably run to the window to see which type of bird is chirping outside. The childminder has high expectations for all children, and promotes positive behaviour. When children are reluctant to follow instructions, she turns it into a game, and everyone remains calm. For example, when it is time to wash hands before eating, some young children are reluctant to go. The childminder turns this into a game and children laugh and quickly scurry to the bathroom while she pretends she is not looking. This helps to ensure a smooth transition from one activity to another.

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Behaviour, attitudes and establishing routines Expected standard

Mealtimes are a social occasion, where children of different ages and language abilities communicate and eat together. Children wait while snack is prepared for them. So, at times, children are sitting at the table waiting for snack to arrive and then waiting at the end for other children to finish, and their behaviour can deteriorate.

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Behaviour, attitudes and establishing routines Expected standard

The childminder communicates well with parents when children first start, sharing her policies and procedures with them. Parents report that she ensures they understand the importance of regular attendance, and of arriving at a similar time each day. The childminder shares with parents ideas for healthy lunch boxes and discusses how they can support their children's learning at home.

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Children's welfare and wellbeing Expected standard

Relationships between the childminder and children are very warm and secure. The children show they trust her and are comfortable in her care as they independently move around her setting, confidently accessing resources and playing together. They come to her when they need support. Children have daily access to the outdoors, both in the childminder's well- equipped garden and in local parks. Outside, they have opportunities to be physically active as they climb, go on ride-on toys and run around. Young children benefit from space to take risks and learn about how to keep themselves safe. For example, the childminder closely supervises them as they explore climbing up and down the slopes and show pride as they reach the top. Young children are well supported to start to learn how to manage their emotions and learn how to share. For example, when children want the same toy, the childminder skilfully acknowledges how frustrating it is to not get what you want straight

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Children's welfare and wellbeing Expected standard

away and helps children to find another toy to play with while they wait.

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Children's welfare and wellbeing Expected standard

Overall, the childminder supports children's health and wellbeing and has routines in place to do this. However, at times, young children are left in wet clothes after water play while they eat snack, which can be uncomfortable for them.

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Curriculum and teaching Expected standard

The childminder has an understanding of child development and what she would like children to learn. She teaches across all areas of learning and development, with a particular focus on communication and language. For example, she provides running commentary when children are playing and reads a variety of books, giving children many opportunities to hear new vocabulary. She pauses when reading known stories, giving children time to fill in the missing words.

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Curriculum and teaching Expected standard

The childminder takes into account advice from other professionals to ensure all children, including those with special educational needs and/or disabilities, are making suitable progress. The childminder works with parents to promote continuity of learning for children. For example, they work together to support children to develop their independence and self- care skills as they start to use the toilet.

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Curriculum and teaching Expected standard

The childminder is clear about what she would like children to learn, and what their individual next steps in their development are. She supports children to develop physical skills by offering them regular opportunities to run, climb and balance outdoors. They learn simple mathematical words and learn to work together as they play with water and discuss their 'full' and 'empty' containers. However, at times, when interacting with children, the childminder does not fully extend children's learning. For example, when washing children's hands, the childminder does not explain the reasons behind having to wash hands before eating.

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Inclusion Expected standard

The childminder creates a welcome and inclusive environment where children and families feel valued. She works closely with families when children first start, which helps her get to know children well. The childminder uses information to help her support new children to settle and to plan their next steps in learning and development. For example, she gathers information from parents and carers about any other professionals involved with children with special educational needs and/or disabilities. She incorporates suggestions from specialists, such as speech and language therapists, into children's next steps in learning. This helps her to minimise gaps in their development and promotes continuity.

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Inclusion Expected standard

Parents comment on how much progress their children have made since being in the childminder's care. She understands how to support children and families with social care involvement. For example, she understands how to work in partnership with other professionals involved in children's care. This helps her to keep children safe and ensure they are well cared for. The childminder is skilled at reducing barriers to learning for all children, particularly those who receive additional funding. She uses the funding to get resources that are specific to individual children's needs. The childminder supports children's learning both in the setting and at home and ensures they have access to the full curriculum. For example, if children struggle to learn about colours, she creates packs that children can take home to support this aspect of their learning.

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Leadership and governance Expected standard

The childminder reflects on her setting, understanding her strengths and areas for development and makes changes where needed. For example, she understands her current children love imaginative play, and she is looking at getting more open-ended resources after assessing that the children would benefit from these to support this. She engages in professional development to ensure she stays up to date with current early years practice. However, the childminder does not always reflect on routines and consider the length of time children are sitting and waiting for the next activity.

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Leadership and governance Expected standard

The childminder works with assistants and ensures they feel valued and have manageable workloads. She encourages any assistants she works with to attend regular professional development courses to build on their knowledge and skills. For example, they access courses around supporting children with special educational needs and/or disabilities to help them support all children who may attend.

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Leadership and governance Expected standard

The childminder regularly engages with parents, listening to their opinions and keeping them updated on how they can support their children's learning at home. For example, she shares favourite action songs and books so parents can use them at home. She links with settings children are, or have been previously, involved with, to ensure she provides consistency of care.

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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 very welcome and well cared for in this friendly setting. Shy children demonstrate they feel safe as they snuggle into the childminder for comfort when they first arrive. They build the confidence to begin to explore and are reassured that the childminder is nearby when needed. Children arrive confidently, eager to see their friends, and quickly become involved in the day's activities. The childminder plans and prepares the environment with activities children enjoy and are interested in. This helps children to feel a sense of belonging and helps them to settle in quickly.

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

All children, including those with special educational needs and/or disabilities, show enjoyment in their learning through their play and everyday activities. For example, children learn colours and numbers as they build together with the childminder. Younger children count with the childminder as she does up the clips on their bibs. Where children need extra support in their learning, the childminder liaises with outside professionals. She implements any suggestions they have, helping to reduce any barriers to children's learning.

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

Children show they feel happy and comfortable in the setting and get along well. They confidently navigate their way around and benefit from established routines. For example, young children happily wash their hands and go to the dining room for snack with little support. The childminder provides a calm, friendly atmosphere, and all children of various ages demonstrate positive behaviour. The childminder knows children very well and is quick to support them to manage conflict. When this does arise, she is skilled at helping children to overcome this together. Children's uniqueness is valued, and they are all making steady progress, ready for the next stages in their education.

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

The childminder liaises with parents and carers when children first start. She shares with them her polices, including her expectations around regular attendance. Children benefit

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 16:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. from consistency in their education, as they attend regularly.

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Next steps

The childminder should ensure interactions with children offer even more opportunities for teaching and learning. The childminder should be even more consistently attentive to children's care needs. The childminder should ensure routines allow children not to be sitting for too long.

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About this inspection

The inspector spoke with childminder, her assistant 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 the statutory framework for children's learning, development and care, known as the early years foundation stage. This data is from 17 June 2026

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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. 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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