Childminder

Childminder

Unique reference number (URN): 2786404 Registered with Ofsted: 31/05/2024 Registers: EYR

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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 progress from their starting points. They develop the knowledge, skills and confidence they need for their future learning. Children develop their communication skills as they confidently interact with the childminder and others. They use their developing language to share their thoughts, answer questions and express their ideas during play and everyday routines.

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Achievement Expected standard

Children become increasingly independent and show confidence in their abilities. They make choices, persevere when practising new skills and develop confidence to complete tasks for themselves. Children develop concentration and resilience as they explore activities and solve problems. Older children develop the independence and skills they need in readiness for their move on to school.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities, typically make progress from their starting points. They receive support and encouragement during everyday experiences to help them build on what they already know and can do. However, because children's emerging needs are not always identified promptly and systems to monitor and review support are not fully effective, opportunities to reduce potential barriers to learning and wellbeing may be delayed.

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Behaviour, attitudes and establishing routines Expected standard

Children typically behave well and show positive attitudes towards learning. They are interested in the activities available and concentrate as they explore and develop new skills. Children show respect and kindness towards others. They begin to understand how to share resources and play together. For example, children remain engaged during creative activities and respond positively to the childminder's encouragement and praise.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with the childminder and others. They join in with group experiences, such as singing familiar songs and using musical instruments. Children learn important social skills as they play alongside each other, take turns and join in with activities together. The childminder supports children based on their different ages and stages of development.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from familiar routines that help them to understand expectations throughout the day. They follow routines, such as washing their hands before lunch and preparing for mealtimes. Younger children receive reassurance and support when needed. Older children receive encouragement to become increasingly independent. The childminder works with families to promote regular attendance. She establishes consistent routines between the setting and home.

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Children's welfare and wellbeing Expected standard

The childminder understands children's care routines and supports their wellbeing effectively. She develops secure and trusting relationships with children, including babies and younger children. Children seek comfort and reassurance from the childminder when they need support. This helps them to feel safe and emotionally secure.

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Children's welfare and wellbeing Expected standard

The childminder supports children to understand healthy lifestyles and develop independence. During mealtimes, she encourages children to talk about the foods they eat and supports their understanding of healthy choices. Children develop self-care skills as they use cutlery, pour their own drinks and make choices during daily routines.

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Children's welfare and wellbeing Expected standard

The childminder provides opportunities that support children's physical development and wellbeing. Children enjoy outdoor play, where they develop their coordination and movement skills. They explore sensory experiences, such as water play. Children develop their understanding of the world around them as they care for plants in the garden. They also access regular experiences in the local community that help them develop confidence.

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Children's welfare and wellbeing Expected standard

The childminder understands children's individual routines, including sleep arrangements. She has secure knowledge of safer sleep guidance and implements procedures to support children's safety and wellbeing. The childminder ensures sleep routines are adapted to meet children's individual needs, while maintaining safe and consistent practices that help children rest comfortably.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that typically supports children to develop skills across all areas of learning. She knows children's interests and uses her understanding of what children know and can do to plan experiences that support their learning. The childminder plans activities that generally build on children's interests and help them to practise new skills.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language development through regular conversations, songs and stories. She introduces new words and asks questions that encourage children to think and share their ideas. Children develop their mathematical understanding during everyday play. For example, they compare size when building towers and use mathematical language as they explore how to solve problems.

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Curriculum and teaching Expected standard

The childminder places importance on children's physical, personal, social and emotional development. Children develop confidence and independence through routines and play. Purposeful activities, such as cutting and creative experiences, help children to strengthen their fine motor skills and concentration. The childminder adapts activities based on children's different ages and stages of development. For example, she adapts activities by encouraging children to create their own shapes and ideas. This helps children to build on their existing knowledge and skills.

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Inclusion Needs attention

The childminder does not have a clear understanding of the processes to identify, monitor and review support for children who have special educational needs and/or disabilities (SEND). As a result, she does not consistently identify when children's needs require further assessment or when advice and support from other professionals should be sought. This means that opportunities to provide more targeted support and reduce potential barriers to children's learning, wellbeing and development are delayed.

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Inclusion Needs attention

The childminder works with parents and carers and other professionals when support is already established. However, systems to monitor children's progress, review the effectiveness of support and identify when further guidance is needed are not fully embedded. There are currently no children receiving early years pupil premium funding. However, the childminder understands that additional funding and support should be used to help meet children's individual needs and reduce barriers to their learning and/or wellbeing.

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Inclusion Needs attention

The childminder knows children well and develops positive relationships with them and their families. She understands children's interests and adapts experiences to help children participate. The childminder welcomes children, including those with SEND, and supports them to access the full range of opportunities available. This helps children to build confidence and make progress from their starting points.

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Leadership and governance Needs attention

The childminder has not ensured that she maintains effective oversight of all aspects of her provision. Roles and responsibilities are not clearly understood, which means arrangements to oversee important aspects of practice are not fully effective, including maintaining the required adult-to-child ratios. Although this has not had a significant impact on children's safety, welfare or learning, because procedures are in place to manage risks and ensure children's needs are met, it highlights weaknesses in the childminder's understanding of her overall responsibilities. In addition, the childminder has not ensured effective oversight of arrangements for children who may require additional support, meaning statutory requirements are not consistently met.

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Leadership and governance Needs attention

The childminder is reflective and understands the improvements that need to be made. She supports her assistants to develop their practice through discussions and training opportunities. As a result, her assistants have a clear understanding of their roles when supporting children's care, learning and routines. They demonstrate a secure understanding of how to keep children safe.

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Leadership and governance Needs attention

The childminder has developed positive relationships with children and parents and carers. Parents value the regular communication they receive, including updates about children's experiences and development. They speak positively about the range of activities children access and the support provided by the childminder.

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

The childminder does not monitor the provision effectively to ensure statutory requirements are consistently met. This includes ensuring the required adult-to-child ratios are maintained at all times. The childminder does not understand how to identify delays in children's learning promptly and does not consistently recognise when advice or support from other professionals may be needed. This means children experience delays in receiving support they need to reduce potential barriers to their learning, wellbeing and development.

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

Children are happy and settled in the childminder's welcoming environment. They develop warm and positive relationships with the childminder and seek comfort and reassurance from her when needed. Children feel safe and valued because the childminder knows them well and understands their interests. Children confidently explore activities that reflect their interests and enjoy experiences that help them to develop the skills they need for future learning.

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

Children develop their communication and language skills as they talk with the childminder during play and sing songs, and she encourages them to share their ideas. They develop early mathematical knowledge as they build towers, compare size and think about how to solve problems. Children develop their physical skills and concentration as they use scissors, create pictures and complete creative activities.

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

Children become increasingly independent through familiar daily routines. They make choices, pour their own drinks and learn about healthy foods during mealtimes. Children receive opportunities to explore the wider world. For example, they enjoy visits to cafés and shops and walks in the local community. Children make progress, show positive attitudes to learning and benefit from warm interactions that help them to feel confident and secure.

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Next steps

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

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Action Completion Date

ensure that the required adult-to-child ratios are maintained at all times to meet the requirements of the early years foundation stage 30/09/2026

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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Action Completion Date

enhance understanding of processes to support children with special educational needs and/or disabilities, including when to seek additional professional support to meet their individual needs 30/09/2026

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About this inspection

The inspector spoke with the childminder, her assistants 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

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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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