Childminder

Childminder

Unique reference number (URN): 2793556 Registered with Ofsted: 25/07/2024 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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Achievement Expected standard

All children achieve well across the areas of learning and development. They make secure progress in their physical development, gaining strength, coordination and confidence through regular outdoor play and purposeful activities. Children develop positive social skills, learning to negotiate, share and cooperate with others. They show resilience when faced with new experiences and respond well to the childminder's gentle guidance.

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Achievement Expected standard

Children enjoy books and stories. They listen attentively and show interest in joining in with familiar phrases, for example, when the childminder reads a familiar story to them at snack time. Children make particularly secure progress in their personal, social and emotional development. They build trusting relationships and show increasing independence in routines. They learn about the world around them, for example, when observing blossom on the trees during outings. Children become increasingly articulate and confidently communicate their needs and preferences. While they typically develop secure language skills, a sharper focus on this area of learning would support children to build their communication even more. Overall, children gain the essential knowledge and skills needed for future learning.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes to learning. They respond to the childminder's clear, age-appropriate expectations and understand simple boundaries, such as moving safely outdoors and sitting still while eating. The childminder explains the reasons behind routines and behaviour expectations, which helps children to understand what is asked of them. Children learn to manage minor conflicts with increasing confidence and demonstrate kindness and cooperation.

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Behaviour, attitudes and establishing routines Expected standard

Relationships are warm and respectful. Children show that they feel secure and are confident to explore, knowing the childminder is close by. They show enthusiasm and sustain interest when activities are exciting and appealing. The childminder promotes British values through choices, voting and discussions about kindness, which help children to understand fairness and respect.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages regular attendance and punctuality, which helps children to develop positive habits and to benefit from the full range of learning experiences in the setting. Routines are familiar, and are amended sensitively when needed, supporting children who require additional reassurance. Children typically develop positive attitudes, build resilience and enjoy learning in a calm, nurturing environment.

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Children's welfare and wellbeing Expected standard

The childminder provides a safe, welcoming environment where children feel secure and relaxed. Children develop independence through daily routines, for example, when they help to load their plates into the dishwasher. They typically develop positive habits to protect their own health. For example, the childminder encourages frequent handwashing, plenty of fresh air and exercise, and reduced screen time. The childminder works closely with parents to promote healthy eating, including supporting families to provide nutritious lunch boxes. She works with them during weaning to ensure children's food is prepared safely and carefully, and that any allergies are managed effectively.

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Children's welfare and wellbeing Expected standard

The childminder supervises children well, particularly during times when they eat and sleep. She teaches them a sense of keeping themselves safe. For example, she reminds them to sit still while eating and not to speak with food in their mouths.

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Children's welfare and wellbeing Expected standard

Children's emotional wellbeing is a priority for the childminder. Warm relationships and sensitive interactions help to put children at ease. They feel confident to explore and return to the childminder for reassurance when needed. Inclusive practice ensures that children with medical needs or other barriers receive appropriate support.

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Curriculum and teaching Expected standard

The childminder leads her curriculum with clear intentions that reflect children's interests and next steps. She aspires for children to become confident, capable learners who are emotionally secure and ready for the next stage of their learning when they move on from her care. She provides a broad range of experiences that support children's physical development, curiosity and early understanding of the world. Activities are thoughtfully planned and often linked to seasonal themes or real-life experiences, helping children to make meaningful connections in their learning.

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Curriculum and teaching Expected standard

Teaching is highly attentive, and children benefit from close support during routines and play. The childminder has clear purpose for the activities she provides, such as using tweezers and scissors to strengthen hand muscles, and she increases challenge as children become more confident. She adapts her teaching for children who need additional reassurance or structure, ensuring they can participate successfully. There are occasions where her early involvement in children's play reduces the time children have to explore their own ideas independently. Sometimes, the number of questions and the quick changes in ideas and direction during the childminder's interactions can make it harder for children to follow ideas and develop their own thinking.

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Curriculum and teaching Expected standard

Accurate assessments help the childminder to monitor children's progress. She identifies next steps in physical development and personal, social and emotional development, helping children to build confidence and independence. While she supports communication and language typically well through narration and conversation, the childminder does not always help children to make even better progress. For example, she does not consistently model language clearly and accurately when children are learning to pronounce new words. Overall, children experience a curriculum that is engaging, varied and supportive of their development.

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Inclusion Expected standard

Children benefit from inclusive practice that supports their individual needs typically well. The childminder identifies emerging needs through ongoing observation and discussions with parents. She works closely with them to understand children's backgrounds, medical needs and home circumstances, ensuring that any barriers to learning and wellbeing are reduced. She is confident in supporting children who have special educational needs and/or disabilities and has experience of working with external professionals to tailor care and learning plans to their needs.

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Inclusion Expected standard

Disadvantaged children and those who may face barriers, such as limited access to transport or financial constraints, are included fully in the curriculum. Outings are planned so that all children can participate, and experiences such as singing groups or cultural events broaden children's opportunities. The childminder adapts routines sensitively for children who need additional reassurance or structure, helping them to feel secure and able to engage.

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Inclusion Expected standard

The childminder knows about the types of funding that are available to support children with differing needs and abilities. She prioritises using any such funding on helping those eligible children to build on their knowledge, skills and life experiences. The childminder provides resources that raise children's awareness of similarities and differences. Children see themselves reflected in the setting, which helps them to feel included. They play happily in an environment where they can participate confidently in all aspects of the setting.

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Leadership and governance Expected standard

The childminder is committed to her role and acts with integrity, keeping children's best interests at the heart of her practice. She understands her strengths and the areas she wishes to develop further. Professional learning is ongoing. The childminder draws on her current knowledge and qualifications and uses a range of early childhood research and theory to underpin her teaching. She plans to build her knowledge even further, such as how her experience and knowledge can be extended more precisely to work with younger children. While the childminder has a clear curriculum intent, she does not yet fully recognise the impact of frequent interruptions on children's learning or the need to prioritise communication and language more sharply.

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Leadership and governance Expected standard

The childminder has a professional approach and is well organised. She manages her workload efficiently and maintains a calm, orderly environment that helps children to feel settled and confident. The childminder engages thoughtfully with parents, sharing assessments and ideas for learning at home. She plans to strengthen partnerships further, for example, through parents' evenings and stay-and-play sessions. Families feel well informed and able to support their children's learning more confidently. Parents commend the childminder for her compassion and commitment, noting that their children have 'come on leaps and bounds' while in her care.

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Leadership and governance Expected standard

Overall, the childminder's thoughtful leadership ensures that children are safe, settled and supported to make progress. Her commitment to doing her best for children creates a firm capacity for ongoing development within an already effective, caring and supportive provision.

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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 are very happy and at ease in the childminder's care. They build warm, trusting relationships with her, and other children, that help them to feel secure and confident in their play. Children develop positive social skills. They learn to negotiate minor disagreements and respond well to gentle guidance about sharing and turn-taking. They show kindness towards one another and enjoy playing collaboratively. Children are included in all aspects of the setting, with experiences adapted so that every child can take part. Outings broaden

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About this setting

their understanding of the world and support families who may otherwise face barriers to accessing community activities.

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About this setting

Children enjoy exploring a wide range of activities indoors and outdoors, including sensory play, early mark making and physical challenges that build their strength and coordination. They show curiosity and sustained interest when given time to explore independently, such as when investigating water or painting with mud in the garden. Children enjoy books and show real enthusiasm for joining in with stories. They gain confidence in larger groups when the childminder takes them to organised activities, and they build resilience through new experiences.

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About this setting

Children feel safe because supervision is close and consistent. They learn safe behaviours, such as sitting while eating and moving carefully outdoors. The childminder celebrates what makes each child unique. She carefully considers which children need more support to engage in activities and their interests shape many of the activities provided. Children typically achieve well from their starting points, develop a sense of belonging, and flourish in this nurturing setting where they are happy, settled and eager to learn. They are ready for the next stage of learning when they move on from the childminder's care.

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Next steps

The childminder should sharpen her focus on supporting children's communication and language development, including modelling vocabulary clearly and giving children time to think and respond. The childminder should reduce interruptions during children's play, allowing sustained exploration, so that children can deepen their learning and develop stronger problem- solving and independence.

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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. Unique reference number (URN): 2793556

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About this inspection

Operating hours: Tuesday,Wednesday,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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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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