Childminder

Childminder

Unique reference number (URN): 2815975 Registered with Ofsted: 20/03/2025 Registers: EYR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

The childminder is clear on her expectations for children's behaviour. She treats children respectfully, gets to know them well and helps them to build secure attachments over time. She is a good role model. She demonstrates patience with the children and is kind. For example, she responds immediately to children that are unsettled or upset and is a calming influence. The childminder reminds children to respect resources, and frequently asks them to help her tidy up when playing indoors. Typically, children respond well to her requests, generally follow her instruction and are offered direct praise as a result.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are beginning to learn to share and take turns, which is appropriate for their age and stage of development. The childminder explains why some behaviours are unwanted and children generally listen. For example, she asks children not to throw balls as they might hurt someone else. She encourages children to treat each other well and speaks to the children gently. She is caring and understands that some children need more support than others.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are interested and keen to explore activities, but the childminder does not always encourage their positive attitudes to learning, as her teaching is not consistently high quality. Children attend regularly. The childminder understands the importance of following up any unexpected absences with parents and/or carers to ensure children are safe.

p.2

Children's welfare and wellbeing Expected standard

The childminder takes care to keep children safe. She conducts risk assessments of the premises to ensure any hazards are minimised. For example, the home and garden are very secure and well equipped for children's play. Children are well supervised both indoors and out. They enjoy play outside in all weathers.

p.2

Children's welfare and wellbeing Expected standard

The childminder has taken on board the latest information regarding safe sleeping for babies and no longer allows them to nap in buggies. She is currently considering safe arrangements for babies' sleeping within the playroom as babies become more mobile. Children are regularly monitored when sleeping. Children follow routines from home whenever possible. The childminder learns to pick up on children's cues and knows when they are tired or ready for a snack.

p.2

Children's welfare and wellbeing Expected standard

The childminder provides healthy snacks for the children, such as fruits, which she cuts into small pieces to decrease the possibility of choking. Children all eat together and are safely strapped into appropriate seating. Parents provide lunches. The childminder encourages parents to bring healthy foods, but this is not always effective and continues to be an area for development to ensure babies' physical development.

p.2

Children's welfare and wellbeing Expected standard

Children develop independence and self-care skills. The childminder encourages children to care for their teeth and, with parental agreement, is happy to support toothbrushing at her setting.

p.2

Inclusion Expected standard

The childminder understands the importance of observing children and gathering information from other childcare professionals to inform her care. She uses this information, alongside her own assessments, to address any gaps in children's development and help them catch up with their peers. She knows individual children well, recognises their needs and is ambitious for them to succeed. The childminder knows which agencies to go to if she needs advice and support in this aspect of her work.

p.3

Inclusion Expected standard

The childminder adapts her provision to support children who need some extra help and to remove barriers to their development. For example, babies, with the childminder's care, have made rapid progress in developing their physical skills. The childminder has focused on supporting babies to build strength, sit without support and stand with support. She is proud that they have achieved this quickly since joining her setting.

p.3

Inclusion Expected standard

The childminder provides families with information on how to claim any additional funding they may be eligible for. However, she has not considered how to use any additional funding to effectively improve outcomes for the children it is intended for. The childminder has used funding to purchase generic resources, rather than considering what would best support the individual children's learning.

p.3

Achievement Needs attention

Children typically make progress in the prime areas of learning. However, children, including those that are disadvantaged, are not making the progress in communication and language of which they are capable.

p.3

Achievement Needs attention

Children are interested in learning and keen to play. They typically play alongside each other happily. Most children transition from the childminder's setting to a school nursery at age 3. Children are developing the skills they need for the transition. For example, children are learning to use cutlery, wash their hands prior to eating, and are supported with toilet training. Children generally behave well.

p.3

Achievement Needs attention

Babies are developing their sense of belonging at the setting. They are progressing well with their physical skills and catching up with their peers.

p.3

Curriculum and teaching Needs attention

The childminder uses the early years foundation stage to help her plan for children's learning. She uses published guidance to support her assessments of children, which are shared with parents. She generally knows what she wants children to learn next and is ambitious for all children, including those that need some extra help. She identifies children's communication and language as a specific learning need for children in her care. The childminder speaks clearly and politely to the children but does not consistently provide an active commentary to children's play and does not provide a language-rich learning environment. As a result, children are not frequently hearing, copying or repeating new words to help their speech develop.

p.3

Curriculum and teaching Needs attention

The childminder supports children's emotional and social development. Children are encouraged to feel part of the family. For example, they all sit together at mealtimes. However, children do not benefit from visits in the local community, such as trips to the library, to extend their understanding of the world around them. Children's physical development is well supported. Babies and children are encouraged to develop their small and large muscles.

p.4

Curriculum and teaching Needs attention

Children enjoy some activities and develop their hand-eye control. They learn to pour and scoop in the sandpit and post shapes into the shape sorter with the childminder's help. All babies and children take part in a game together, putting coloured balls into holes in a box. All are encouraged to have a go. However, not all the childminder's learning intentions, such as colour-matching and counting the balls, are met. Children simply put the balls in and then take them out again, losing interest in the activity quickly.

p.4

Leadership and governance Needs attention

The childminder has a detailed improvement plan in place, but this has not yet been actioned. She has a clear vision for the setting and understands her strengths and where she needs to develop further. She keeps up to date with all mandatory training, such as paediatric first aid and safeguarding courses. She has previously attended many online courses to support her practice, however, these have not yet led to consistently high-quality teaching. She is ambitious for the children and keen to attend more face-to-face training to help her improve the quality of her curriculum and teaching practice. The childminder organises her setting well. She has created a homely setting that is clean and tidy.

p.4

Leadership and governance Needs attention

The childminder works closely with parents. She gathers detailed information prior to children starting at the setting to help her settle children quickly. She is very supportive and provides information to help families, such as how to apply for nursery places and funding. The childminder continues to build her confidence in effective partnership working with parents. She understands how to liaise with other agencies if she has any concerns about children's safety or development.

p.4

Leadership and governance Needs attention

Parents and carers receive daily updates and photos, which they enjoy receiving. Parents and carers provide positive feedback. They praise the 'fun, interactive and safe environment' the childminder provides and report that their children look forward to coming to play.

p.4

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

Children demonstrate that they are interested in learning, but the curriculum is not consistently well implemented, especially in communication and language. This means that children do not remain engaged in activities, such as story time, and do not make the progress they are capable of in this area of learning. The childminder is keen to improve her teaching skills further, but has not yet decided how to best do this. Children who need some additional support are identified, and have made important progress in some areas, such as physical development. The childminder tries to ensure activities meet the learning and development needs of the age range of the children attending, so that all can be included. The calm environment and gentle approach of the childminder means that children's emotional development is fully supported.

p.5

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

All children and families are welcomed to the setting by the kind and caring childminder. The well-thought-out settling-in procedures ensure that children have time to get to know the childminder prior to starting at her provision. The childminder understands that some children take longer to form secure attachments than others and provides lots of reassurance to ensure children feel safe and secure at the setting. Children benefit from the home-from-home environment that the childminder provides.

p.5

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

Once settled, children explore the environment and resources freely, demonstrating a sense of belonging. This is a priority for the childminder. Children enjoy choosing from the wide range of resources the childminder provides. For example, children can self-select books from a bookcase that is well stocked with age-appropriate books. Children help themselves to their water bottles when they need refreshment. They enjoy the healthy fruits that the childminder provides at snack time.

p.5

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

Children's care needs, such as sleeping and potty training are generally met well by the childminder. The childminder understands the value of working in close partnership with parents to support outcomes for children. She offers professional guidance to parents, such as how to provide a healthy diet.

p.5

Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

p.5

Action Completion Date

develop the quality of teaching, especially in communication and language, so it is sharply focused on building children's skills in this area of learning 31/10/2026

p.5

Action Completion Date

ensure that professional development is purposeful and brings about improvements in the learning experiences for children 31/10/2026

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

About this inspection

The inspector spoke with the childminder, children and a grandparent during the inspection.

p.6

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

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 .

p.7

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8