Childminder

Childminder

Unique reference number (URN): 2817534 Registered with Ofsted: 09/01/2025 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 Strong standard

Children make rapid progress across all areas of learning. This includes children with special educational needs and/or disabilities or those who face barriers to learning, as they make significant, secure progress from their starting points. This is because support is timely, well matched and consistently reviewed. All children demonstrate increasing curiosity, attention and confidence. Children learn early communication skills and demonstrate positive attitudes to learning. They follow simple instructions, show an enthusiasm to try new things and remain engaged for sustained periods.

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Achievement Strong standard

Children feel secure and comfortable in the environment and with the support and high- quality interaction they receive from the experienced childminder. They develop the skills they need for their next stage of learning, including in their early language, physical confidence and social awareness. As a result, children are well prepared for their continued learning in the setting and for their transition to school.

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Behaviour, attitudes and establishing routines Strong standard

Children flourish in the reassuring and respectful environment provided by the childminder. The consistent and familiar routines in place provide a sense of security and structure that children attending thrive on and need. Children have formed close and trusting attachments with the caring and attentive childminder and her staff. Children fully understand the childminder's high expectations and their behaviour is exemplary. Children receive lots of reassurance and consistent praise, which re-enforces their excellent behaviour. Children have a positive attitude to learning and remain fully engaged and engrossed in their play. Children happily play alongside one another and are respectful of their friends. They work together collecting resources and toys. They check the sand timer to see how long they have left before it is time to tidy. This is because routines are securely embedded. They show kindness towards one another. For example, they find their friends' cups in preparation

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Behaviour, attitudes and establishing routines Strong standard

The childminder offers cuddles and reassurance when children are tired or sad and is very responsive to their needs. Children learn about their feelings and emotions through well- planned activities, stories and conversations with the childminder. The childminder positively promotes punctuality and attendance. This ensures children are fully involved, ready to learn and settle quickly. The childminder is mindful of individual families' needs, and is flexible to support them to ensure children's attendance and participation.

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Children's welfare and wellbeing Strong standard

The childminder has highly effective care practices. She captures every moment to teach children and recognises additional learning opportunities that occur during these everyday routines. The childminder is very respectful of children's dignity and privacy when changing nappies. She gently suggests that they may like to feel more comfortable and that a nappy change may be a good idea. The childminder engages in conversation with children and children have formed trusting bonds with her. She ensures that these routines are adapted to meet each child's unique care needs.

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Children's welfare and wellbeing Strong standard

Children develop their knowledge and understanding of how to stay safe and healthy through the activities and consistent routines in place. Children relish their time outdoors. They enjoy the fresh air and learn the importance of staying healthy as they engage in physical play opportunities. Even very young children understand the importance of applying sun cream to stay safe in the sun when outdoors. They show concern and make good attempts to help the childminder apply cream on their friends. They know they need to drink plenty of water to stay hydrated. The childminder supports children to learn about their feelings. She validates their emotions and provides appropriate vocabulary and resources, such as books, to help them describe how they feel. The attentive childminder considers children's feelings and is sensitive to their individual needs. Children are happy and settled and have developed a real sense of emotional wellbeing.

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Curriculum and teaching Strong standard

Children thoroughly enjoy their time with the childminder. They are happy and comfortable and show excitement and enthusiasm to try new things. The childminder provides children with an ambitious and challenging curriculum. This is meticulously designed around the children's emerging interests and needs. Through the well-sequenced curriculum, there is a real focus on supporting children's confidence, emotional engagement and social development. This is successfully achieved as they have many opportunities to socialise with other children at the local community centre toddler groups.

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Curriculum and teaching Strong standard

The childminder enriches children's experiences and children learn about the wider community. They participate in outings to the beach, the library, the zoo and parks. Children delight in the bus and train rides they experience when travelling to their destinations. Activities inspire children to explore. For example, children show fascination and perseverance as they make great attempts to open jars. They smell the contents and talk about the herbs and lavender inside. The childminder builds on children's interests. For example, children show a fascination with sea creatures. They are encouraged to problem- solve as blocks of ice containing toy sea creatures are added to water play. Mathematical concepts and speech and language are woven through all activities. The childminder skilfully talks about cause and effect and uses simple words to describe what is happening as the ice melts.

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Curriculum and teaching Strong standard

The childminder is passionate to ensure that all children have a voice. She uses a variety of ways to support children's communication. For example, she use signing, visual timetables and picture prompts, as well as a wide vocabulary and spontaneous singing, to support children's language development. Children develop their physical skills as they climb, run and use ride-on toys. The childminder provides opportunities for children to repeat activities and, with her support, new skills are secured over time. This means that children make rapid progress in the childminder's care.

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Inclusion Strong standard

Children thrive in the childminder's care. This is because the childminder and her staff have a very secure, deep-rooted knowledge and experience of supporting children with special educational needs and/or disabilities and those who face barriers to learning. Children flourish as they benefit from a well-planned, welcoming and inclusive environment in which to learn. The childminder is confident in how she supports children who face barriers to learning and works closely with their families. Parents and carers have formed trusting partnerships with the childminder and value her advice and support. The childminder is proactive and engages with other early years professionals or outside agencies involved with the children to ensure timely intervention. This has a positive impact on children's development. The childminder, when appropriate, accompanies parents to meetings and can offer sensitive support and guidance. Working collaboratively in this way means that the

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Inclusion Strong standard

childminder can offer children a consistent approach to their development.

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Inclusion Strong standard

The childminder is highly effective in using her expertise to identify children who may need additional support. She is passionate about ensuring all children reach their full potential, have the best start and can fully participate in all that is on offer. The childminder ensures targeted support, which helps to remove barriers swiftly. This includes the effective use of any additional funding that children may receive. For example, she arranges the provision of resources and specialist equipment to enable all children to fully participate on outings and ensure their safety.

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Leadership and governance Strong standard

The childminder is dedicated to her role as a childminder. She is proactive and motivated to make a difference for children attending her setting. This passion is shared by her staff, who have the same vision for all children attending. The childminder has a culture of evaluation embedded in her practice. She continually reflects on the service she provides. Children are at the centre of all decisions that are made as the childminder continually strives to improve outcomes for them.

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Leadership and governance Strong standard

The childminder positively promotes continuous professional development and ensures any assistants she works with are supported and provided with the same high-quality care and education. The childminder regularly undertakes independent research and additional training and is currently completing a degree in early years education. The childminder is committed to providing the highest-quality care and education for children in her care.

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Leadership and governance Strong standard

The childminder places a strong focus on working in partnership with parents and carers. They are positively welcomed into the home to discuss their children's emerging needs and progress. Parents express their complete gratitude and appreciation for all the help the childminder has provided to both their child and their family. They speak highly of the childminder and her staff, commenting on their excellent communication and that children have made superb progress as a result of attending.

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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 thrive in the childminder's care. They are warmly welcomed into a home-from- home, fun, nurturing environment where they feel safe and valued. The childminder and her staff know the children extremely well. This is because they invest time in getting to know them and their families before they attend. They visit children in their own homes and work closely with parents and carers to ensure all relevant information is in place. This means that they support children's learning through responsive interactions and meaningful conversations. All children, including those who have barriers to learning, are happy, settled and eager to participate.

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

Children experience a rich and engaging yet flexible curriculum that extends learning beyond the setting. Children's learning is enhanced through regular planned activities outside of the home. For example, children have immense fun as they visit the beach. They experience travel by train to reach their destination. They visit the local zoo and excitedly discuss the sea life and animals they observe. This helps to develop their understanding of the wider community in which they live. These experiences also help children build social skills, confidence in unfamiliar environments and positive relationships with a wide range of people.

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

Children form warm and trusting relationships with the childminder and her staff. They play well alongside their friends and show kindness to one another. Children demonstrate confidence as they explore all activities on offer in the inclusive environment. They invite the childminder into their games. For example, they excitedly set up a shop and encourage the childminder to buy their produce.

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

Children feel valued and respected. They confidently move between activities. They are very familiar with and respond well to the consistent routines. This is particularly important for children with special educational needs and/or disabilities, or those who face barriers to learning, as it helps them feel secure and understand what is happening. Children, even the youngest, develop increasing independence and are keen and eager to learn. Therefore, children develop the knowledge, skills and confidence they need for their next stage of learning, including being prepared for their transition to school. The importance of attendance for children's learning and wellbeing is understood. Children's attendance is positive as the childminder is extremely accommodating to individual family needs and offers support to ensure children's regular participation.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder, her staff, parents 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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