Childminder

Childminder

Unique reference number (URN): 2775822 Registered with Ofsted: 27/03/2024 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's behaviour is exemplary. The childminder is consistent with expectations of behaviour. Children listen to instructions and engage well with familiar routines. They help to clean tables in preparation for snack, with reminders so they clear plates away into general and recycling waste bins. Children show cooperation with behaviour expectations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder knows children well. A shared importance of regular attendance ensures positive relationships are well established. The childminder notices behaviour patterns that support children's engagement in play and routines, such as children wanting more fruit at snack time. The childminder allows children to express themselves with plenty of thinking time. Where language is not clear, she sensitively encourages children to show her, for example children direct her to the fridge for a drink or snack. As a result, children receive high levels of care that support their needs. Children are secure.

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Behaviour, attitudes and establishing routines Strong standard

Children are playful. The childminder supports social development. For example, she skilfully enhances the setting with toys to promote interaction without overwhelm. Children cooperate well with others as they take turns on the seesaws and swings, share resources and build positive friendships. Children learn to advocate for themselves in play, and express effectively when they do not want to participate in play. Children learn skills to support needs of others with special educational needs and or/disabilities. Children are confident in social environments.

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Children's welfare and wellbeing Strong standard

Care practices are highly effective in keeping children safe. The childminder has a consistent approach to ensuring the safety of children. When asking young children what her main role is children respond, 'keeping us safe'. Where children have barriers to learning and cannot identify their own risks, the childminder assesses risks and reminds children how to play safe. She implements heightened safety measures to ensure she supports the changing needs of children. For example, handrails to use stairs, safety flooring to promote taking risks without injury when climbing. Children manage their own risks and learn from practising movements in a variety of ways.

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Children's welfare and wellbeing Strong standard

Key worker bonds are secure. Children check in with childminder while playing. The childminder offers regular reassurance and successfully promotes children to 'have a go' when playing, reminding them they are safe. She adapts experiences to support children's current interests. They enjoy daily outings to build on what they know through real-life experiences. Children build on self-esteem and show growing confidence in new social environments.

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Children's welfare and wellbeing Strong standard

Children show increasing understanding of their needs. When playing in the garden, children answer questions to demonstrate they know how to keep safe. For example, knowing hats are needed to be worn in sunshine. When becoming tired, they ask for support to access the hammock to relax. Children enjoy fruits for snack and sit nicely until stating they are full. Children learn habits to be healthy and safe.

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Inclusion Strong standard

There is a culture of equality embedded at this setting. The childminder actively identifies children's emerging needs early. She works closely with parents and other professionals to secure timely support. The childminder emphasises the importance of regular attendance to provide children with consistent support. She shares guidance from specialists and encourages families to seek specialised support to help speech delays. Children practise communication skills through reading, singing and narrating everyday routines and play at home. Children grow in self-esteem.

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Inclusion Strong standard

The childminder is attentive to children's needs. She carefully monitors children's behaviour and support needs through observations, play and established relationships with children and parents. Parents promptly access health appointments with support. While awaiting support, she successfully researches additional strategies to promote development. Play- based assessments confirm that children understand language well. Identifying speech delay without wider concerns about comprehension. Open communication with educational settings ensures children receive consistent support to address gaps in development. Children make significant progress in having confidence to speak.

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Inclusion Strong standard

Children benefit from a language-rich environment. The childminder constantly models vocabulary by narrating play and daily routines, sharing books that reflect children's interests and experiences, and offering audiobooks chosen by the children. The childminder responds sensitively to children's emotional needs, recognising when low confidence affects participation in play. She helps them express themselves by interpreting their intentions, asking purposeful questions and encouraging them to repeat words. As children's speech becomes clearer, they rely less on signs and gestures. Children are resilient and overcome barriers engaging in play and care routines.

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Leadership and governance Strong standard

The childminder provides flexible, high-quality care that responds to individual needs. Evolved partnerships with parents ensure continuity between home and the setting. Children receive consistent support for their care, wellbeing and speaking skills. The childminder is highly responsive to children's needs, such as when they are tired, hungry or need the toilet. She efficiently supports each child to a high standard. Children feel secure.

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Leadership and governance Strong standard

The childminder has a clear vision for the setting. She places children's welfare, happiness and sense of security at the centre of every decision. The childminder intentionally maintains a small number of children, so each child benefits from individual attention and nurturing relationships. As a result, children thrive in the calm and family-focused environment.

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Leadership and governance Strong standard

The childminder demonstrates a commitment to professional development. She actively researches children's emerging needs and seeks current guidance to strengthen practice. The childminder draws on a network of professionals to share knowledge, reflect on practice and continually improve outcomes for children and families. Continuous reflection of practice effectively promotes wellbeing of children, including those with barriers to learning.

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Leadership and governance Strong standard

The childminder works confidently with other professionals. She ensures children receive coordinated support whenever needed. Positive, trusting relationships with parents create a genuine sense of community where families feel valued and involved. This collaborative approach consistently promotes children's wellbeing and development. There is a harmonious culture to secure outcomes for children starting their next stage of learning.

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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 comfortable to express themselves. They receive warm, responsive care that meets their individual needs. Children confidently seek comfort from the childminder when

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Inspector:

Jade Charlton they are tired and happily hold hands to walk safely to the garden. This demonstrates trusting relationships. Children communicate their interests and needs effectively, such as asking for spades to explore the sand, this shows they feel listened to. Children feel safe, secure and valued. Children thrive in the adventurous outdoor garden. They develop confidence, resilience and physical skills. They run, jump and climb with increasing control, learning to assess and manage appropriate risks safely. Children are physically active and display advanced coordination skills.

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Inspector:

Children behave well. Consistent messages are taught effectively so that children understand clear and consistent expectations. Such as sharing, taking turns and being friends. Children play harmoniously with their friends and become deeply engaged in imaginative play being police officers. Children are social and make friendships. Children become increasingly independent in their everyday routines. They confidently express their needs and take pride in managing aspects of their own self-care, such as anticipating washing their hands after using the potty without prompting. Children show security from familiar routines.

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Inspector:

Parents report that their children are happy, settled and excited to attend. They value the childminder's patient and caring approach, particularly the additional settling-in sessions that helped their children feel secure from the beginning. Well-developed partnerships with parents and consistent communication ensure children receive continuity of care. As a result, children make good progress in their development and have support with barriers to learning and care. Children with speech delays gain confidence to communicate. All children are independent fostering skills they need for a successful transition to school.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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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 : 15:00 - 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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