Childminder

Childminder

Unique reference number (URN): EY472115 Registered with Ofsted: 06/08/2014 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

Typically, all children make steady progress through the curriculum from their individual starting points and achieve well across all areas of learning. They develop the key skills and knowledge needed for later learning, including starting school. Children are curious, and they engage confidently in messy, sensory activities. They learn to persevere until they succeed and manage tasks independently, with the childminder's gentle and reassuring encouragement. For example, when toddlers stumble while trying to climb steps, they are reassured by the encouragement they receive and are confident to try again. The children succeed with some patience, although they feel confident to ask the childminder for help when required. Toddlers acquire a love of books and nursery rhymes. They turn the pages of books eagerly, grin when the childminder sings well-known songs and clap at the relevant parts.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is kind, caring, gentle and sensitive to children's needs. When children wake from naps, the childminder cuddles and soothes them reassuringly until they feel ready to play. This helps children to feel safe, emotionally secure in her care and ready to explore. Children's positive relationships with the childminder boost their confidence and engagement in activities, so they develop positive attitudes to learning. Typically, the childminder provides support that extends children's knowledge and skills.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well for their age and stage of development. They listen attentively and respond positively to the childminder's instructions. For example, when the childminder asks toddlers if they have finished eating, they place their remaining food in the childminder's open hand to signal that they are done. The childminder is clear with her expectations for children's behaviour and explains the reasons for the rules, to help children understand the boundaries. For instance, when children throw toys happily, the childminder explains this might cause the toys to break. She praises their positive choices, efforts and achievements warmly.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of regular attendance and punctuality for children so they can learn about routines and establish positive habits for later in life.

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Children's welfare and wellbeing Expected standard

Children enjoy daily access to outdoor play and move freely around the childminder's home. They learn to navigate the steps in the garden, which helps them develop physical confidence. The childminder promotes children's understanding of hygiene through daily routines and provides children with healthy, balanced meals.

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Children's welfare and wellbeing Expected standard

The childminder knows children well and recognises quickly when they need to eat or sleep. Children understand and feel comfortable with the daily routine and feel safe knowing the childminder will meet their basic care needs. The childminder supports children to become independent from a young age. For example, she slowly and patiently narrates the process of putting waterproof clothing and shoes on to toddlers, giving them time to think about, and follow, her instructions. The childminder knows the importance of promoting children's social skills. Typically, she talks with them during mealtimes, and she plans outings to local groups so the children can meet others.

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Children's welfare and wellbeing Expected standard

The childminder is clear about how to keep children safe in her home and on outings, including following safe sleep guidance. She carries out risk assessments of her premises that take account of each child and their stage of development. This ensures that any potential hazards are appropriately managed in line with the specific needs and abilities of the children attending.

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Curriculum and teaching Expected standard

Children's learning and development are well considered and supported. The childminder knows children well and adapts teaching to support their differing stages of development. The childminder prioritises teaching children the fundamental skills and knowledge and developing their love of learning. She understands how to promote children's communication and language. For example, she models new vocabulary and the correct pronunciation of sounds when singing nursery rhymes, reading books and naming things that young children point to. The children babble back to the childminder and practise their early language skills confidently.

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Curriculum and teaching Expected standard

The childminder counts throughout the daily routine, such as the number of orange segments she gives children at snack time. Typically, children benefit from targeted support and a range of activities and outings. However, at times, the childminder does not consider how to develop children's self-chosen play and routine interactions to extend their progress even further. For example, when children choose to play in the mud kitchen, the childminder does not recognise that they would benefit from additional resources to extend their learning and enjoyment.

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Inclusion Expected standard

The childminder obtains information from parents and carers during the settling-in period. This helps her to understand each child's background, culture and learning needs. The childminder accurately assesses children's learning and development throughout their time with her to enable her to identify any extra help children might require quickly and accurately. The childminder knows to adapt the curriculum to include every child. At times, her teaching and interactions with children do not fully extend their learning during every aspect of their play. The childminder understands the need to work closely with parents and other professionals to maintain high expectations for children and meet their individual needs. This makes a positive difference for children with special educational needs and/or disabilities and who experience other barriers to learning.

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Inclusion Expected standard

The childminder understands the importance of informing parents about additional funding that may be available to support their child. She is clear about how to use additional funding to reduce any barriers to children's learning, promoting the individual needs of the children.

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Leadership and governance Needs attention

The childminder has a general understanding of her professional duties and responsibilities. However, she has not ensured that she has a valid paediatric first-aid certificate available for inspection, to prove she has completed the compulsory training. This is a breach of the requirements of the early years foundation stage. Nonetheless, the childminder demonstrates an appropriate knowledge and understanding of first-aid procedures in the event of an accident or medical incident to keep children safe.

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Leadership and governance Needs attention

The childminder plans interesting activities to develop children's interests and improve their outcomes. On occasion, she does not build on children's self-chosen play to extend their learning further.

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Leadership and governance Needs attention

The childminder forms positive partnerships with parents. Parents speak highly of her care and support. They are pleased with the experiences the childminder provides their children with, including regular outings. They comment on their children's progress with their confidence and social and language skills.

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Leadership and governance Needs attention

The childminder understands the need to build positive working relationships with other professionals to meet children's individual needs and support their transitions to school.

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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 safe in the childminder's setting because she gives consideration to how she will promote their welfare. However, the childminder does not ensure that she has the required documentation available for inspection, to confirm she holds the mandatory first-aid training.

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

Children demonstrate positive attitudes to learning, and they form close, secure relationships with the childminder. They settle easily as they observe the friendly interactions between the childminder and their parents. The childminder uses what she knows about children, including their individual likes and interests, to enrich their learning experiences. This supports them to explore, be curious and develop their knowledge and skills. Children are happy and well cared for, which is reflected in their affectionate interactions with the childminder. For example, they give her cuddles and seek comfort from her when they are tired.

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

Children's communication and language skills develop as they hear familiar songs and listen to the childminder read stories. Children make choices independently and access resources with appropriate support. Children learn to count and to associate animals with the sounds they make. They benefit from daily outings around the community, which help them to gain an understanding of the world around them.

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

Children develop positive behaviour and good manners as a result of the effective role modelling of the childminder. They learn to be kind and considerate. Children also benefit from support to develop independence in their self-care, such as putting on their clothes and shoes. These achievements support children to be ready for their later learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

ensure all required documentation is available for inspection, relating to a valid paediatric first-aid certificate 19/06/2026

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About this inspection

The inspector spoke with the childminder and children and took account of written feedback from 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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