Childminder

Childminder

Unique reference number (URN): 2814213 Registered with Ofsted: 09/01/2025 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 Strong standard

Children, including those with special educational needs and/or disabilities, make excellent progress from their starting points, specifically in communication and language. Children are confident communicators. They are able to confidently recognise and express their feelings and use mark-making tools with control. Their language skills develop significantly, enabling them to listen to stories and then retell them with confidence.

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Achievement Strong standard

Mathematics is deeply embedded. Children match shapes, name colours and measure scoops of sand to quantity. Younger children are gently guided to place their finger on objects they are counting and add one more. Physical development is supported well. Children move their bodies in a variety of ways during singing activities. As a result, they develop coordination and gross motor skills. Children develop a sense of responsibility and independence. For example, they set up and clear the table during snack routines. These experiences prepare children for the next stage of their learning, including school, where appropriate.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has provided a harmonious environment, where children thrive in the warm, nurturing and positive setting. The childminder promotes good behaviour, attitudes and consistent routines. The childminder is an excellent role model. She consistently demonstrates kindness and respectful behaviour. Her gentle guidance and clear rules support children to behave well and know what is expected of them.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from clear and consistent expectations that reflect their age and stage of development. As a result, they feel safe and develop positive attitudes to learning. During adult-led activities, children listen attentively and sit patiently while their friends choose songs and stories. They respond well to the childminder's instructions, such as when asked to tidy up, and remain engaged in activities.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to establish clear expectations around punctuality and regular attendance, which helps children to attend consistently and settle quickly into the day. The childminder has developed positive and trusting relationships with children, who also form positive friendships with each other. The childminder supports them to work together. For instance, while listening to stories, children are encouraged to take turns to lift flaps in books and discuss what is happening. This helps them to self regulate their behaviour and to think of others. Children have excellent attendance and benefit from regular praise. This helps them to embed routines, develop confidence and feel valued.

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Children's welfare and wellbeing Strong standard

The childminder has established an inclusive environment for children. She has high expectations for all children's welfare and wellbeing. She knows children extremely well. This helps to provide personalised support so that all children are well cared for throughout the day. For example, she gathers information from parents about children who need toileting training support, as well as detailed action plans for children with allergies.

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Children's welfare and wellbeing Strong standard

Children form secure relationships with the childminder, which helps them to be emotionally secure. The childminder places a strong focus on children's emotional wellbeing. She supports children to identify and manage their feelings and works closely with parents to extend this support at home. Children play in the secure back garden which has been well equipped with a range of resources, such as stepping stones and balls, to encourage children's physical development. Effective policies support the childminder's practice. For example, parents and carers are fully informed about any minor bumps that may occur during play.

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Children's welfare and wellbeing Strong standard

Care routines, such as sleeping and feeding, are tailored to children's individual needs, helping them feel settled and well supported. Children's physical development and wellbeing are promoted well. They have regular opportunities to access fresh air and exercise, such as trips to local parks and woodlands. The childminder successfully helps children manage their own risks and take part in fire drills. Furthermore, she shares information about online safety with parents.

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Curriculum and teaching Strong standard

The childminder has designed an extremely well-sequenced curriculum which carefully builds on children's existing knowledge and skills across all areas of learning. She thoughtfully organises experiences that are both engaging and developmentally appropriate, ensuring that activities are enticing for children of different ages and stages. For instance, when older children sing songs, she adapts the same experience for babies by providing them with visual prompts and props so that they can join in too. This considered approach ensures that every child can actively participate and benefit from the planned activities. The strong emphasis on communication and language effectively extends children's vocabulary and this develops their understanding of new words during structured and incidental interactions.

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Curriculum and teaching Strong standard

The childminder creates nurturing and stimulating environments where children explore early mathematical concepts, such as number, shape, space and measure, through hands- on, sensory activities. For example, children enjoy filling and emptying containers with sand. They count balls as they roll them down a ramp and sing songs about handwashing. The childminder uses high-quality interactions to help children learn deeply. For example, children use language such as 'float' and 'sink' in the correct context to describe what happens when ice cubes are added to a jug of water. This promotes children's vocabulary and critical thinking skills.

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Curriculum and teaching Strong standard

The childminder uses assessment effectively to evaluate children's understanding and identify gaps in learning. She uses her observational information to effectively support self- care and physical development. For instance, she incorporates carefully chosen stories to reinforce children's understanding of oral health and provides opportunities during sport weeks, promoting gross motor skills, playing tennis and football.

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Inclusion Strong standard

The childminder reviews children's progress regularly. She fully understands what the children in her care already know, can do and need to learn next to achieve developmental milestones. The childminder consistently uses observations and assessments of children's learning to aid the swift recognition of any barriers they may face. She liaises closely with parents, carers and other professionals to implement any additional intervention and support for children with special educational needs and/or disabilities (SEND). She engages in regular training to keep her knowledge of supporting children with SEND up to date. For example, she undertakes training to help screen and identify early communication and language interventions for all children.

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Inclusion Strong standard

The childminder thoughtfully and effectively enhances children's learning experiences, offering exciting trips to the zoo and local parks. She uses these trips to close gaps in children's experiences, offering children a range of opportunities to play, explore and be active outside. She consistently maintains high expectations for all children's learning through her rich and engaging curriculum. The childminder is highly knowledgeable about how and when children learn.

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Inclusion Strong standard

The childminder ensures parents are fully informed on how funding is used to resource learning experiences so that all children can access and participate fully in planned activities. The childminder has a secure knowledge and understanding of how to use funding to support children from disadvantaged backgrounds.

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Leadership and governance Strong standard

The childminder adapts and responds to her setting's changing needs. She uses feedback and aspirations for the setting and herself to drive improvements. She embeds high expectations throughout the setting, and this consistently has a positive impact on all children's education and care. The childminder has a clear understanding of the setting's strengths and takes purposeful action to improve practice. For example, in order to promote children's knowledge of nature and caring for the environment, she makes better use of outdoor play to extend learning. Decisions are consistently made in the best interests of children, including those with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning.

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Leadership and governance Strong standard

The childminder is committed to her continuous professional development. She seeks out relevant training, which promotes a strategic and considered approach that prioritises deep, meaningful and child-led learning. She has recently completed training on safer sleeping and supporting children with complex needs. Furthermore, the childminder has had high- quality training in delivering early speech and language interventions.

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Leadership and governance Strong standard

The childminder has established partnerships with schools, such as sharing transition documents. This supports children's smooth transitions. Additionally, she works in collaboration with other childminders, professionals and the local authority to support children with SEND. The childminder has developed effective partnerships. She collaborates with parents on securing children's attendance and punctuality. Partnerships with parents are effective, and reviews are positive.

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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 inquisitive learners who flourish as they see their own ideas come to life. For example, they have fun in the outdoor mud kitchen, investigating how to create 'flower potions' using natural ingredients. Children recall details with excitement, explaining how their recipes have grown from 'big' to 'massive' when they mix in leaves and twigs. They are keen to show adults the results of their efforts and gather their friends together for a floral

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Inspector:

Sandra Hamilton tea party. Extremely positive relationships are well embedded. Children play harmoniously alongside their peers in the inclusive environment.

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Inspector:

Children quickly form secure attachments to the childminder, which helps them feel safe and ready to start their day. The nurturing childminder knows them well and supports their individual needs. They are welcomed each morning with a song, which provides emotional security. Children show kindness and look out for one another, developing ways of playing together that ensure everyone feels heard. For example, they notice when peers need help and offer encouragement during group discussions. Children, including those with special educational needs and/or disabilities, enjoy their learning and make substantial progress from their starting points.

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Inspector:

Children lead their own learning, exploring a playroom where accessible resources spark curiosity and a large well-resourced garden. They build communication and social skills through storytelling sessions. During these times, children learn to recognise different feelings and begin to label emotions. Children develop an understanding of how to stay healthy. They participate in mealtimes where they identify the nutritional benefits of food. Children manage their own handwashing and understand why they must wash away germs to stay well. The childminder highlights to parents the importance of regular attendance, ensuring children participate in activities and feel a sense of belonging with their peers. These consistent experiences ensure children are independent and well prepared for school.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or 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 : 08:00 - 17:00

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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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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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