Childminder

Childminder

Unique reference number (URN): 2792452 Registered with Ofsted: 25/06/2024 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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Behaviour, attitudes and establishing routines Strong standard

Children benefit from robust, consistent routines that help them understand what is expected of them. Before playing on the trampoline, for example, the childminder encourages them to recall the rules and expectations for safe behaviour. This supports children to manage their actions, make responsible choices and develop the self-regulation skills they need for future learning.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate impeccable manners and show genuine respect for others. They use phrases, such as, 'excuse me' before joining a conversation, reflecting the positive social habits they have learned. The childminder builds warm, trusting relationships with them and consistently models respectful behaviour. She gently reminds the children how to treat each other kindly. When frustrations arise, the childminder supports them to find appropriate ways to express their feelings. Children develop proficient social skills, emotional awareness and the ability to manage interactions confidently.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has robust systems in place to keep children safe and well supported. This includes highly effective systems to record and monitor attendance. She recognises the importance of good attendance and punctuality. If a child does not arrive as expected, she promptly checks in to ensure the family's wellbeing. The childminder builds open, honest and trusting relationships with parents, enabling any concerns to be addressed quickly and sensitively.

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Children's welfare and wellbeing Strong standard

Children develop a deep sense of belonging because they are genuinely listened to and their views and ideas are valued. The childminder consistently reminds them how their actions can affect the feelings of others, supporting them in developing a deeper understanding of feelings and emotional responses. Children learn to make thoughtful, considerate choices and build the positive relationships.

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Children's welfare and wellbeing Strong standard

Children show high levels of independence in their self care. They confidently wash their hands before eating and after using the toilet. They proudly announce that they do not need any help. Consistent routines are embedded throughout the day, supporting children to understand what is expected of them. Children independently take off their shoes when entering the setting and place them neatly in the allocated area. This helps them develop responsibility, organisational skills and the independence they need for their next stage of learning.

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Children's welfare and wellbeing Strong standard

Children learn to understand and communicate their own needs. For instance, the childminder teaches them to talk confidently about their allergies and intolerances. This helps the children build high levels of awareness of their own bodies and ensures those around them understand how to keep them safe. They become more attune to protecting their own wellbeing both now and in the future.

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Achievement Expected standard

Children progress well through all areas of the curriculum. The childminder adapts her approach according to the needs and level of development of the children in her care. For example, babies respond to signs and gestures that support their understanding and give them additional ways to express themselves. Children, including those with barriers to learning, show they feel understood and confident as their communication skills grow. The childminder asks thoughtful questions and gives children the time they need to think and respond. Children feel genuinely listened to and develop secure language and communication skills.

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Achievement Expected standard

Children develop perseverance as the childminder carefully judges when to step in and when to encourage them to try for themselves. For example, before offering support as children go down the steps, she sensitively encourages them to have a go first, helping them build confidence and resilience. Children are motivated to keep trying, even when tasks feel challenging. This supports them in being well prepared for their next steps in learning.

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Achievement Expected standard

Children show curiosity and investigative skills as they explore activities with interest, ask questions, and experiment with different ideas. They work eagerly to rescue dinosaurs frozen in ice, experimenting with the different tools she provides. Together, they talk about how the dinosaurs became trapped and how ice is made, helping children make sense of the world around them. The childminder skilfully asks prompting questions that guide children to think deeply, make connections and build on their previous experiences. Mathematical language is naturally woven into their play as children count and compare how many dinosaurs they have rescued, strengthening their early number skills.

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Curriculum and teaching Expected standard

The childminder plans an exciting and engaging curriculum that supports children's learning and development. She completes regular assessments of children's progress to identify their next steps and shape future learning. For example, she supports children to learn how to take turns and introduces helpful strategies, such as using timers, to build these important social skills. The childminder communicates any areas of need with parents to ensure children get the right support at the right time. She also takes advice from professionals to make sure every child receives help that fits their needs. However, creating more regular opportunities to share children's next steps with other providers would further strengthen continuity and enrich each child's learning experience.

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Curriculum and teaching Expected standard

Children's language skills are strengthened through sensitive support. When younger children struggle to express themselves verbally, the childminder models the words they need, helping them communicate their feelings. For example, she gently asks whether they might be feeling frustrated, giving them the language to name and understand their emotions. She also uses everyday moments to extend children's vocabulary. As they eat fruit, they talk about how it tastes and explore new words, such as, 'sour', helping children build rich and meaningful language. Children routinely enjoy sharing books as part of their calming bedtime routine. As the childminder reads, she encourages children to think about what might happen next and consider how the characters may be feeling. This deepens their understanding and enjoyment of stories. However, the childminder does not take all opportunities for children to independently choose and explore books, to further encourage their love of books and

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Inclusion Expected standard

The childminder understands what children need to grow, learn and feel confident. She quickly identifies any barriers to learning and provides timely support, enabling children to make progress. By working in partnership with parents and building open, trusting relationships, the childminder helps children feel secure and well supported in their learning.

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Inclusion Expected standard

The childminder helps children feel special, included and important. When children have a birthday, she celebrates with them by baking a cake together, carefully adapting the ingredients so children with allergies can join in safely. This makes children feel valued and part of the group.

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Inclusion Expected standard

The childminder also supports children who speak English as an additional language. When children first join the setting, she learns key words and familiar phrases in their home language to help them feel understood, comforted and more settled as they transition into her care.

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Leadership and governance Expected standard

The childminder is reflective and aware of her strengths. She completes all mandatory training, such as paediatric first aid and safeguarding, ensuring children's safety and welfare are prioritised. However, she does not yet make full use of wider professional development opportunities that would deepen her knowledge and further enhance children's learning experiences.

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Leadership and governance Expected standard

Parents speak highly of the care and education the childminder provides. The childminder ensures parents are fully informed about their children's progress and next steps, creating a shared understanding of how each child is developing. When support is needed or challenges arise, these are discussed openly. Parents and the childminder agree together on the best way forward. By working in partnership, this helps to ensure children's needs are consistently met and their learning continues to progress.

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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 excitedly greet each other as they are warmly welcomed into this home-from-home environment. The childminder's calm, nurturing nature immediately helps children feel safe and secure. The childminder gathers important information from parents before children start, learning about their current needs, interests and any barriers to learning. Children benefit from planned activities that not only capture their interests but provide for their next steps in learning. As a result, children settle quickly and make progress from their starting points.

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Inspector:

Nina Fortuna Children are given unhurried time to engage in activities and are never rushed to finish. They have the space they need to practise and refine their skills. For example, children work together to sweep pine needles from the trampoline, taking turns with the broom as the childminder supports them to share and cooperate. Older children show younger ones how to hold the broom and sweep the needles into a pile. This helps the children to remain focused on the task as well as building perseverance and teamwork.

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Inspector:

Children learn from an early age to be respectful towards each other and to find positive ways to resolve any differences. The childminder skilfully supports their developing negotiation skills. Children are encouraged to talk through situations and to think about how they can respond kindly and respectfully. For example, children learn that it is okay to have different opinions. They are taught phrases such as, 'I don't agree with you but we can still be friends.' This helps build children's social skills, emotional maturity and the confidence to manage relationships. These are skills they can carry with them throughout life.

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Inspector:

Children learn about the natural world through hands-on experiences. They help to plant seeds and observe the changes as the plants grow, developing an early understanding of life cycles. When they harvest fruits and vegetables, children learn where food comes from and build positive attitudes towards healthy eating.

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Next steps

The childminder should consider sharing children's next steps with other providers to strengthen continuity in children's learning experiences. The childminder should enable children more opportunities to access books independently, to further encourage their early literacy skills. The childminder should strengthen her own professional development to continually improve the quality of education she provides.

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About this inspection

The inspector spoke with the childminder, 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 : 09:00 - 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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