Childminder

Childminder

Unique reference number (URN): 2823776 Registered with Ofsted: 18/02/2025 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 Expected standard

Children make ongoing progress from their starting points and are developing the knowledge, skills and attitudes for their next stage of learning, including school. Typically, they demonstrate positive attitudes to learning, engage purposefully in activities and play cooperatively with others. Young children confidently take turns when selecting props from the nursery rhyme bag, clearly identifying whose turn comes next. They share and name toy animals as they recall events from a well-loved book about zoo animals, demonstrating developing communication, recall and social skills. Young children attempt to read familiar stories to each other. They turn the pages carefully and point to the pictures, stating how they think characters are feeling.

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Achievement Expected standard

Children develop their independence skills through daily routines. They independently collect their coats and shoes before outdoor play, confidently dress themselves and generally persevere when trying to fasten zips. Young children are beginning to take responsibility for their play spaces by tidying away toys when requested. They demonstrate good hygiene routines, washing and drying their hands independently before placing used towels in the laundry bag. At mealtimes, children use cutlery safely to cut up their food, further developing their independence and small hand movements. Young children demonstrate early mathematical understanding of touch counting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a nurturing environment where children feel safe and secure. She develops warm and trusting relationships with children. This helps children to feel confident and emotionally supported. The childminder promotes children's emotional understanding through stories and everyday interactions. This helps them recognise and understand feelings and emotions. She responds sensitively when children need reassurance and support.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model. She demonstrates kindness, respect and care. Children are encouraged to share, take turns and cooperate during play, helping them develop positive relationships and play harmoniously together. The childminder's regular praise and encouragement recognise children's achievements and efforts. This promotes their self-esteem and positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Routines and expectations help children understand some boundaries and develop independence. For example, children remove their shoes after outdoor play and place them with their belongings. The childminder adapts her approach to behaviour and routines to meet the differing ages, stages of development and individual needs of all children. This ensures an inclusive approach. The childminder has identified the need to support children's security further by consistently preparing them for changes in routines through clear transition strategies.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has effective attendance and punctuality procedures, which she shares with parents and carers to promote regular attendance and continuity in children's care, learning and development. She fosters children's curiosity and enthusiasm for learning, helping them develop the skills and attitudes needed for lifelong learning.

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Children's welfare and wellbeing Expected standard

The childminder provides effective care that is tailored to meet children's individual needs. She works closely with parents and carers to gather information about children's established routines for sleep, feeding and personal care. Gradual settling-in sessions help children become familiar with the environment, while the childminder takes time to get to know each child and build warm, trusting relationships. As a result, children develop secure attachments and feel safe and settled.

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Children's welfare and wellbeing Expected standard

Overall, routines, including mealtimes, rest periods and personal care, are used to promote children's learning, development and wellbeing. The childminder acknowledges that cues given to children before routine transitions will help them anticipate changes, prepare emotionally and move more confidently between activities.

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Children's welfare and wellbeing Expected standard

The childminder provides nutritious, healthy meals and uses mealtimes to discuss the foods children are eating and how these contribute to keeping their bodies healthy. Children benefit from daily opportunities for fresh air and physical exercise, helping them to develop an understanding of healthy lifestyle choices.

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Children's welfare and wellbeing Expected standard

Personal care routines are carried out sensitively and respectfully. The childminder explains what she is doing in a reassuring way, supporting children's understanding and cooperation while promoting their dignity and wellbeing. She supervises children closely and helps them learn how to keep themselves safe. Consistent hygiene routines, such as washing hands before meals and following clear hygiene expectations, promote children's health and support their growing understanding of personal safety and self-care.

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Curriculum and teaching Expected standard

The childminder has developed a broad and well-sequenced curriculum that is personalised to meet the individual needs of the children. She understands what children know and can do and has a clear vision of what she wants them to know, understand and be able to do, across all 7 areas of learning. The childminder ensures that planned activities, continuous provision and weekly outings support children's next steps. For example, outings promote physical development as children climb large, tall equipment and negotiate space, while library visits support children's communication, language and social skills.

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Curriculum and teaching Expected standard

Generally, teaching is effective and purposeful. The childminder uses her interactions to narrate play, extend children's language and introduce new vocabulary that supports their developing communication skills. She carefully selects books to revisit throughout the week, enhancing stories with props and outings. Repetitive language in texts, such as 'We're Going on a Bear Hunt', deepens children's understanding, extends their concentration and fosters a love of reading. The childminder weaves mathematics through play. For instance, children touch count birds in a book beyond 10, and the childminder models positional language outside when children play with the toy bear. Although the childminder provides meaningful play experiences, she has not yet fully developed her understanding of children's repeated patterns of play and how these can be used to extend learning further. This means children do not consistently have the

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Curriculum and teaching Expected standard

opportunity to follow their own ideas and learning. Overall, she delivers a well-planned, purposeful curriculum that enables children to make continued progress across all 7 areas of learning.

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Inclusion Expected standard

Overall, the childminder provides an inclusive environment where all children are welcomed, valued and supported. Although she does not currently have any children with special educational needs and/or disabilities on roll, she demonstrates a sound understanding of inclusive practice. The childminder draws on her previous experience as a special educational needs coordinator, alongside ongoing professional training, to identify and respond to children's individual needs. She has developed her knowledge and confidence effectively. She maintains high expectations for all children, generally recognises their unique strengths and differences and adapts activities, resources and the environment to meet their varying development needs. Typically, children receive appropriate support and continue to make ongoing progress towards their next steps.

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Inclusion Expected standard

The childminder establishes positive partnerships with parents and carers from the outset. Through personalised induction sessions, she gathers detailed information about children's starting points, interests and family aspirations. These positive relationships promote ongoing communication and enable her to work collaboratively with families. The childminder regularly assesses children's learning using a continuous plan-do-review approach. She understands referral procedures, recognises the importance of timely intervention and knows how to use additional funding effectively to support children's individual needs. The childminder discusses how she would implement advice from external professionals when appropriate. She recognises how she could further support children to learn about similarities and differences between themselves and others, so that they experience more diversity.

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Leadership and governance Expected standard

Overall, the childminder has a clear understanding of the setting's strengths and areas for development. She evaluates her practice regularly, reflecting on what works well and identifying priorities that further improve the quality of her provision. She develops her professional knowledge by attending relevant training, including courses on caring for babies and supporting toilet training. She uses this learning to enhance her practice and ensure that children receive quality care and learning experiences that meet their individual needs. The childminder acknowledges she has not yet focused her professional development on children's repeated patterns of play, which would provide greater challenge and depth in children's learning.

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Leadership and governance Expected standard

The childminder understands the early years priorities identified by the local authority and reflects these within her curriculum. She plans experiences that strengthen children's communication and language alongside their hand and finger dexterity. She shares these priorities with parents and carers. The childminder establishes positive partnerships with parents. She shares regular information about children's care, progress and next steps in learning and provides practical ideas to help parents extend learning at home. She maintains effective communication, ensuring that parents remain well informed about their children's development and daily experiences. She understands the importance of working collaboratively with other professionals and has identified developing partnerships with local schools as an area to strengthen to further support children's learning and development and gain an understanding of local 'school readiness'.

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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 a warm, welcoming and homely environment. They form secure attachments with the kind and responsive childminder. Typically, children demonstrate they feel safe, happy and settled as they confidently explore their surroundings. Children engage enthusiastically in a broad range of learning experiences that nurture their curiosity and enjoyment of learning.

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

Children develop positive relationships. They play cooperatively, share resources, take turns and build friendships through shared experiences. This supports children's sense of belonging. The childminder supports children's positive behaviour and respect for others. Overall, she promotes children's emotional awareness by helping them recognise and name feelings associated with everyday experiences, such as feeling hungry or tired. Children have age-appropriate social skills.

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

Children achieve well from their starting points through a curriculum enhanced by regular visits in the local community. Children visit the library, toddler groups, parks and woodlands. They broaden their understanding of the world, strengthen their communication and social skills and develop confidence in new environments. Children develop their physical skills by filling and emptying containers with sand and water and exploring the outdoors. They develop hand and finger strength and control through using tools, such as when painting the walls with rollers. Children enjoy joining in with songs, actions and familiar routines that promote language development and active participation. The childminder provides stage- appropriate resources that enable children to succeed. For instance, younger children use egg-shaped crayons in the creative area, which helps them develop control and confidence in early mark-making.

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

Children are kept safe and they enjoy attending. The childminder provides calm, nurturing care and reinforces clear safety expectations. Children learn how to manage risks through gentle reminders, such as how to sit on stools carefully. The childminder supports children to use equipment safely and practise safe behaviours throughout the day. Children benefit from regular outdoor experiences in the fresh air. Typically, they explore with confidence while remaining supported. Generally, children develop the independence and skills they need to continue making positive progress in a safe, caring and stimulating environment.

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Next steps

The childminder should pursue professional development opportunities to gain an understanding of children's repeated patterns of play to inform planning and foster children's deeper learning. The childminder should plan transition times carefully to ensure all children understand what is happening next. The childminder should develop partnerships with local schools to further support children's learning and development.

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About this setting

Operating hours: Monday,Tuesday,Thursday,Friday : 07:30 - 17:30

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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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Age range of children at the time of inspection

The childminder should strengthen opportunities for children to develop an appreciation of similarities and differences.

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About this inspection

The inspector spoke with the childminder 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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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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