Childminder

Childminder

Unique reference number (URN): 2771354 Registered with Ofsted: 08/02/2024 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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of this setting. Some children have attended since they were as young as 9 months old, and the secure bonds they have formed with the childminder are evident. Children actively seek out the childminder and enjoy including her in their play. For example, while racing boats in the garden, they ensured she had a boat so she could join in.

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Children's welfare and wellbeing Strong standard

The childminder has a keen interest in outdoor learning, recognising the positive impact being outside has on children's wellbeing. Children regularly and consistently access outdoor play and attend a forest school provision weekly, where they are encouraged to develop new skills, including taking managed risks through activities such as using tools and fire building.

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Children's welfare and wellbeing Strong standard

Children are provided with healthy snacks, and although they bring their own lunches, the childminder works closely with parents to promote nutritious choices. She often shares ideas and guidance through social media to support healthy eating habits. Mealtimes are well organised and social, giving children opportunities to develop independence and extend their skills.

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Children's welfare and wellbeing Strong standard

Children are confident in managing their own self-care. It is clear that these routines are consistently reinforced as even the youngest of children independently wash their hands at appropriate times, use soap correctly and understand hygiene routines, demonstrating awareness of their own health and wellbeing.

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Achievement Expected standard

Children generally achieve well at this setting, and the childminder has a clear understanding of the children's next steps. The childminder demonstrates how these are supported through daily activities and routines. However, occasionally, opportunities to extend learning further are missed.

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Achievement Expected standard

There are some opportunities for home learning, helping children to practise and consolidate new skills beyond the setting. For example, when children are learning to put on shoes and socks, the childminder provides a home-learning bag containing resources such as hair scrunchies, along with clear guidance for parents on how to support the skill. Parents engage positively with these and share updates showing the progress their children are making. This collaborative approach strengthens continuity between home and the setting.

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Achievement Expected standard

The childminder is ambitious for all children and is committed to helping them reach their full potential. Children are given opportunities to practise key skills, develop independence and build self-care abilities, ensuring they are well prepared for the next stage of their learning journey.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well at this setting and demonstrate a clear understanding of expectations. They play cooperatively with their peers and show kindness and care towards one another, helping each other with small tasks such as getting each other a drink.

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Behaviour, attitudes and establishing routines Expected standard

Interactions between the childminder and children are warm, respectful and nurturing, creating a positive environment where children feel valued. The childminder consistently reinforces boundaries and manages behaviour effectively. Any unwanted behaviour is quickly redirected in a supportive way. For example, when a child throws toys, the childminder sensitively introduces an appropriate throwing game using a bucket and ball, enabling the child to channel their actions positively. Similarly, when a child begins to jump on the sofa, they are gently reminded of expectations and encouraged to play outside where they can safely engage in physical activity.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is respectful of children's independence and seeks consent before offering help, such as asking if support is needed to wipe a nose. She is a good role model, using positive reinforcement to promote desirable behaviour. However, there are occasions where children are not consistently reminded to use good manners, which would further strengthen their personal and social development.

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Curriculum and teaching Expected standard

The childminder has developed a thoughtfully planned curriculum, with activities that are loosely linked to the changing seasons across the year. Each term, resources and experiences reflect seasonal themes. For example, during the inspection, children engaged in activities linked to 'under the sea' and 'the beach'. These opportunities typically support learning across all areas, with carefully considered resources and inviting play experiences that encouraged exploration and engagement.

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Curriculum and teaching Expected standard

All areas of the setting are organised to promote development across the 7 areas of learning as outlined in the early years foundation stage. There are clear opportunities for children to develop early literacy and mathematical skills through a range of practical and play-based activities, supported by accessible props and resources.

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Curriculum and teaching Expected standard

Children of all ages are able to access the curriculum, and there are some age-appropriate adaptations to ensure that children are appropriately challenged and supported in their learning. Children show enthusiasm and are motivated to engage in the activities provided. Interactions between the children and the childminder are mostly purposeful, with the childminder providing some valuable narrative to children's play. However, at times, learning is more incidental due to how activities are set up, and sometimes, opportunities to extend children's learning further are occasionally missed.

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Inclusion Expected standard

The childminder generally has a solid understanding of each child's individual needs and places importance on building positive relationships with parents from the very beginning. A gradual transition process supports children to settle at their own pace, while giving the childminder valuable time to observe, assess and understand each child's unique personality, preferences and any emerging needs. During this period, discussions take place with parents to share information, raise any concerns and agree on appropriate support strategies.

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Inclusion Expected standard

Although there are currently no children on roll with special educational needs and/or disabilities, the childminder demonstrates a general understanding of how to support children with additional needs. Drawing on some previous experience she explains about adapting the environment, tailoring activities and working in partnership with parents and external professionals. This includes contributing to and supporting families through processes such as education, health and care plan applications.

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Inclusion Expected standard

Parents receive regular feedback about their child's development and wellbeing, alongside practical ideas and guidance to help them continue supporting their child's learning at home. This collaborative approach helps ensure consistency and promotes positive outcomes for all children.

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Leadership and governance Expected standard

The childminder overall demonstrates a reflective approach to leadership, regularly evaluating her practice to typically identify what is working well and where improvements can be made. On the whole, she is committed to ensuring that all children, regardless of their starting points, are supported to reach their full potential. This is generally achieved through providing positive, engaging experiences, many of which take place outdoors to promote wellbeing and active learning.

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Leadership and governance Expected standard

The childminder articulates her role in supporting children with special educational needs and/or disabilities. She demonstrates inclusive practice and works closely in partnership with parents to ensure a consistent and collaborative approach to meeting each child's individual next steps.

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Leadership and governance Expected standard

The childminder is also keen to engage with other local childminders and actively attends a variety of groups to share good practice, ideas and suggestions. She has shown initiative in working towards establishing a forest school-style group, enabling childminders to collaborate and provide children with further enriching outdoor learning opportunities.

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Leadership and governance Expected standard

Safeguarding is a clear priority. The childminder has an understanding of safeguarding procedures and her responsibilities to keep children safe. She ensures that policies and practice are followed, contributing to a safe and secure environment for all children.

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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 happy, settled and secure within this setting. They interact positively with their peers and are engaged in the thoughtfully planned invitations to play across the different areas of the setting. These experiences support children's independence and enjoyment in learning. Children benefit from extensive opportunities to play outdoors. In addition to accessing a carefully resourced garden, they regularly take part in local outings to open spaces. This includes a weekly visit to a forest school environment, where children can explore nature, develop physical skills, build confidence and manage risk.

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About this setting

Children are well cared for and form strong, trusting relationships with the childminder. A carefully planned, gradual transition process over a 2-week period ensures that new children are given the time they need to feel safe, secure and fully settled before attending full sessions.

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About this setting

Children demonstrate kindness, respect and cooperation towards one another. Even the youngest children are encouraged to take on small responsibilities, such as tidying away toys or helping to prepare for snack time. This supports their growing sense of independence and belonging within the setting. Children are further supported to feel a sense of belonging through other personal touches. They are provided with their own bags featuring the setting's logo, and photos of the children are used on personal items, such as water bottles. This helps children to recognise their belongings and strengthens their sense of identity and inclusion.

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About this setting

Parents speak highly of the care provided and express confidence in the childminder's approach. Positive relationships continue beyond children's time in the setting, with many families maintaining contact and returning for holiday provision. Children show enthusiasm and engagement in learning, enjoying activities that are age appropriate and aligned with each child's developmental stage. This supports children's ongoing progress and helps them to successfully achieve their next steps in learning.

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Next steps

The childminder should focus more precisely on the learning outcomes so that children consistently benefit from purposeful learning opportunities. The childminder should consistently reinforce the expected behaviours around good manners to further strengthen children's personal and social development.

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About this inspection

The inspector spoke to the childminder 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): 2771354

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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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