Childminder

Childminder

Unique reference number (URN): 2792684 Registered with Ofsted: 05/07/2024 Registers: EYR, CCR, VCR

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

Achievement Strong standard

Children make secure and sustained progress across all areas of learning. They develop confident communication skills through regular conversations and engagement in well-loved stories. Children use mathematical language, such as colours, numbers and size, in their play. They recognise numbers that they see in every day environments and begin to identify shapes during activities such as block play.

p.2

Achievement Strong standard

Children show empathy and ask how their friends are feeling, showing their developing understanding. They play well together and show mature skills in sharing and turn taking. Children show confidence in a range of self-help skills, including managing personal hygiene and getting dressed. They have an awareness of a range of emotions and feelings.

p.2

Achievement Strong standard

Children learn about the wider world through visits to see horses and trips to a pet shop, for instance. They grow plants, water them and notice flowers appearing. These experiences demonstrate their understanding of growth and change. Children show confidence in their physical skills, through balancing, jumping and using spray bottles. They show perseverance and say, 'I can do it', which demonstrates their growing resilience. Children, including those who face barriers to their learning are incredibly well prepared for the next stage in their education.

p.2

Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and embeds this through warm relationships and consistent routines. Children seek her out for comfort, and she responds with gentle words and calm reassurance. They return to play quickly, which shows emotional security. Healthy lifestyles are embedded in practice. The childminder promotes oral health as a focus. She talks about dental routines and supports children to develop regular tooth- brushing routines. Children excitedly share how they brush their teeth with their families each morning. The childminder describes brushing techniques and normalises dentist visits.

p.2

Children's welfare and wellbeing Strong standard

The childminder supports parents and carers with food choices and preparation, such as cutting food appropriately to minimise choking risks. She supervises closely and ensures children remain safe throughout mealtimes. Children drink water regularly and the childminder connects this with the thirsty plants, building their understanding of hydration. The childminder follows sleep guidance confidently and ensures bedding is clean and individual. Her secure awareness of risk and rigorous review of practice and procedure helps her keep children safe.

p.2

Children's welfare and wellbeing Strong standard

Children manage their personal care well. They use the bathroom independently and wash their hands, with reminders about germs. Toilet training is supported sensitively. The childminder discusses children's readiness with parents and uses positive approaches, working together to ensure consistency. Children with barriers to learning develop well because the childminder builds their confidence to try new things. They develop positive attitudes to learning and very quickly catch up with their peers.

p.2

Curriculum and teaching Strong standard

The childminder provides a curriculum that is purposeful, well matched and responsive to children's needs. She focuses on developing their confidence, independence and self-help skills. Children learn through fun and repetition, which helps them remember new ideas and excel in learning. The childminder uses numbers, name recognition and songs to build early literacy and mathematics skills. Children with communication delays are supported with additional prompts, such as picture cards and high-quality language interactions.

p.3

Curriculum and teaching Strong standard

Teaching is calm and the childminder is patient. Children explore their knowledge of ducklings through information cards and discuss how ducklings grow into ducks, strengthening their understanding of change and the natural world. During water play, the childminder explains how tipping a vessel moves the water and how cogs turn. This encourages curiosity and enquiry while introducing mathematical language.

p.3

Curriculum and teaching Strong standard

Children develop small-muscle control, through activities such as threading, using pipettes and chalks. They use brushes to make marks with water and compare patterns. The childminder explains to children that they are developing hand control and creativity, which helps children understand their learning. She adapts teaching to meet individual needs and uses clear modelling to show children how to complete tasks.

p.3

Curriculum and teaching Strong standard

The childminder organises 'culture days', based around food, with other childminders. This helps broaden children's experiences and learn about different traditions. The childminder plans activities based around what children need to learn next and to support their interests, such as growing plants, the weather and people who help in the community. The childminder talks about diversity when reading books and discusses different clothes and hair. This helps children understand differences positively and feel recognised.

p.3

Inclusion Strong standard

The childminder promotes inclusive practice that is thoughtful and well embedded. She is able to identify children who may be at risk of falling behind at an early stage. This helps with early support and provides any additional support to help children to close any gaps in their learning.

p.3

Inclusion Strong standard

Children with special educational needs and/or disabilities (SEND), receive responsive support. When parents and carers are unsure about learning gaps or delays, the childminder carries out home visits to observe them and offers support and guidance. She shares findings sensitively and works with parents to follow advice from other professionals, such as health visitors. The childminder uses assessment to identify children's needs early. She adapts activities for children with physical delays and supports speech development through modelling language and repeating key words. This ensures that any barriers to learning are swiftly and effectively addressed.

p.3

Inclusion Strong standard

The childminder follows children's lead and uses free-flow play to build from individual starting points to develop what they already know. Parental engagement is positive and the childminder communicates daily and shares the progress children make as a result of any intervention. She attends training to strengthen her knowledge further which means her

p.3

Expected standard

teaching consistently develops in line with the needs of the children in her care, particularly those with SEND.

p.4

Leadership and governance Strong standard

The childminder demonstrates reflective and well-informed leadership. She attends extensive training, including around safeguarding, criminal exploitation and safe sleep. The childminder chooses training based on her assessment of practice and local priorities. She works closely with her local authority and attends workshops to improve provision. The childminder reflects on practice, seeks guidance and adapts her curriculum intentions accordingly. Her commitment to learning and improvement is evident in the way she evaluates provision, responds to feedback and uses professional development to raise quality. This reflective cycle ensures that weaknesses do not remain static but become drivers for improvement.

p.4

Leadership and governance Strong standard

The childminder shares daily updates with parents and carers and discusses children's experiences, progress and routines. Parents value that their children make secure progress, show confidence and benefit from smooth transitions on to the next stages of their education. They describe a special bond and show trust in the childminder's approach.

p.4

Leadership and governance Strong standard

The childminder carries out mandatory assessments with parents and other professionals, such as health visitors. She tracks children's progress precisely and plans activities based on what children need to learn and develop next. The childminder works with other settings that children may attend, when relevant, and shares information to promote continuity of their experiences. This is particularly key for children with special educational needs and/or disabilities. Reflective practice and the childminder's commitment to learning, support continuous improvement and continually raise the quality of care and education that children receive.

p.4

Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and respond positively to clear expectations from the childminder. They use positive manners, such as saying please and thank you. When children want the same toy or cushion, the childminder talks about sharing. She encourages them to use words, not their hands. Children generally respond well and resolve conflicts calmly. Attendance is consistent, children look forward to arriving and become deeply engaged in play and learning. They focus on tasks and show maintained concentration as they connect train tracks and wipe down tables, for instance.

p.4

Behaviour, attitudes and establishing routines Expected standard

Routines run smoothly and help children to feel secure. Children tidy away before going outside and sing a clean-up song, building their sense of responsibility. They follow instructions to get ready for playing in the garden and manage transitions with ease. The childminder reminds them why they should wash hands and why hats help to keep them safe in the sun. These reminders build children's understanding of their health and safety. Children typically show positive attitudes towards their learning. They persevere with threading and pipettes, for instance, explore sand and water with curiosity and talk about textures and pouring. The childminder praises children's effort and models calm behaviour. Children use mirrors and cards to identify feelings and respond well during group sessions. The childminder, however, does not always connect this learning with real-life situations, such as when children become anxious or upset. This means that opportunities to help

p.4

Behaviour, attitudes and establishing routines Expected standard

children manage their own feelings and behaviour are sometimes limited. Children build secure and trusting relationships with the childminder. They know they will receive warm and responsive cuddles when they feel tired or sad, for example. Children with communication difficulties are supported to understand routines and expectations through the use of pictures.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children arrive confidently and settle quickly into play. They explore sand and water with curiosity and joy, filling and pouring slowly as they watch what happens. They use pipettes with skill and control, develop hand strength and coordination. Children move between chalk mark making and imaginative play, choosing activities freely and showing sustained curiosity. Children experience a warm, family-oriented environment. They dress up independently and build towers with blocks. The childminder talks about their towers being taller, balancing and deepens understanding of size and shape. Children visit horses and look at a growing foal. They notice changes in size, which strengthens observation and thinking skills.

p.6

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

Daily routines are well established and help children feel secure. They wash hands before snack and talk about hygiene, which keeps routines positive. Children use the bathroom independently and hear consistent reminders about washing away germs. These routines help children to build independence and self-care skills. Children show empathy and kindness. They ask how their friends are feeling and give their hats back when they fall off, for instance. Children tidy away before going outside and sing a clean-up song. This shows respect for the environment and positive attitudes towards responsibility. Children attend well. The childminder has a clear attendance policy in place which she shares with parents to encourage regular attendance.

p.6

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

Outdoors, children develop confidence in their physical skills, as they balance, skip and jump. Children use spray bottles with care and remember how to twist lids to refill them. They water plants and notice flowers appearing. The childminder talks about thirsty plants and links this to children drinking water. She reminds children to wear hats and sit safely on the slide. These reminders strengthen children's awareness of safety. Children show perseverance and self-belief. They say, 'I can do it', and keep trying when tasks are tricky. The childminder praises effort and offers help calmly, building children's resilience and confidence. Children who face barriers to learning are swiftly identified and access the curriculum in a positive way. This is supported by the effective parent partnerships that create open and supportive conversations to take place for all children. Children show positive attitudes to their learning and readiness for the next stage in their learning.

p.6

Next steps

The childminder should use emotional language teaching consistently during real-life situations so that children learn to recognise, name and regulate their feelings with greater accuracy. The childminder should continue to refine her self-evaluation, to evaluate provision even more precisely and move the setting towards exemplary, sector leading practice.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:15

p.7

Facts and figures used on inspection

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

p.7

About this inspection

The inspector spoke with the childminder, children, parents and carers during the inspection.

p.7

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.7

Exceptional

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

p.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.8

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.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

p.8

Urgent improvement

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

p.9