Childminder

Childminder

Unique reference number (URN): 2818065 Registered with Ofsted: 29/04/2025 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 Expected standard

All children, including those who may face barriers to their learning and/or wellbeing, make progress from their starting points. Children demonstrate learning and development in all 7 areas of learning, and this helps prepare them for the next stage of learning, such as starting school.

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Achievement Expected standard

Older children demonstrate high levels of confidence as they communicate with others, and they have a level of vocabulary beyond that expected for their age and stage. Younger children are happy, content and babble frequently. However, they do not receive frequent enough interactions that target building their vocabulary.

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Achievement Expected standard

Children develop confidence and independence as they select activities to play with. Younger children develop a range of communication strategies such as pointing and looking to have their needs met, and the childminder is swift to respond to them. Younger children persevere and show resilience. For example, they repeatedly try to make a squeaker sound on a teddy until they succeed and beam with pride at their efforts.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. They learn to share the toys and consider others' feelings. The childminder provides children with praise and encouragement for their efforts and achievements in activities and building social skills. This motivates children further to make positive choices and care for others. Older children develop a sense of responsibility and enjoy completing tasks as part of their daily routine, for example setting the table at lunchtime.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds positive, respectful and trusting relationships with all children, and they thoroughly enjoy being in her care. They clearly feel safe and secure and are confident to seek help or reassurance from her. This helps children to thrive and develop a real sense of belonging. The childminder establishes high expectations for children's behaviours and learning, and children respond well to these. They listen well when she gives instruction and are keen to show they have done as they have been asked, such as working together to tidy the playroom before lunch. Children excitedly declare, 'All done!' once the task is complete.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages attendance and speaks frequently with parents about the positive impact on children's development that regular attendance has. This builds a shared understanding of how attendance is vital in supporting children to achieve well.

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Children's welfare and wellbeing Expected standard

Children enjoy snacks and meals provided by the childminder. Children are supported to develop independence in feeding themselves safely. The childminder cuts sandwiches to promote children's independence when eating and deter them from having excess food in their mouths at once. Children enjoy mealtimes that are sociable, and they are well supervised while eating. The childminder does not promote children's understanding of a balanced diet. For example, children enjoy crisps as part of a balanced lunch. However, when children finish the few they have on their plate, the childminder provides them with more rather than encouraging them to eat the remaining food types on their plate. This does not teach children the importance of eating a rich range of foods to promote lifelong health.

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Children's welfare and wellbeing Expected standard

Children learn the importance of good hygiene routines, and older children wash their hands independently before eating. Younger children learn to wipe their hands and faces independently to clean them before touching food. The childminder promotes toilet training and works in partnership with parents when supporting children to develop this skill. This consistency in care helps children succeed in developing self-care skills. It prepares children well for their next stage of learning.

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Curriculum and teaching Expected standard

The childminder's curriculum is engaging, and children enjoy learning with her. She has established well-planned daily routines, experiences and activities that promote children's progress. The childminder prioritises children's independence, confidence and perseverance, and her interactions typically support these skills. The childminder supports children's personal, social and emotional development. She builds children's understanding of respectful relationships and promotes sharing and kindness well. For example, children enjoy developing physical skills of balance and core strength as they travel over a soft obstacle course. The childminder promotes kindness as she ensures children take turns and show care towards friends who are also using the equipment.

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Curriculum and teaching Expected standard

The childminder provides many opportunities for children to develop their understanding of the world. She teaches children about how people grow taller as they age, and children excitedly try and fit a sun hat on their heads without success. The childminder speaks with them about their head being too big and the hat being very small. Children show perseverance as they try the hat on their friends' heads and then on a range of dolls' heads, giggling in delight when they find the perfect fit. The childminder encourages and praises their success.

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Curriculum and teaching Expected standard

The childminder develops older children's communication and language skills through singing songs and sharing stories. Children clearly enjoy listening as she reads. As children play, the childminder supports older children's communication and language skills to grow well. The language skills of younger children are less typically well promoted. Interactions are less frequent and not as well targeted. They do not support younger children's speaking and listening skills to progress rapidly. The childminder sings number rhymes with children, and they engage well with these. However, as children engage in activities of their own choosing, the childminder does not generally promote children's early mathematical concepts.

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Inclusion Expected standard

The childminder monitors children's progress carefully. She observes them and carries out regular assessments. The childminder knows children's strengths and their next steps in learning and supports these through her regular interactions that are purposeful and support progress. When the childminder identifies emerging gaps in children's learning and development, she works in partnership with parents and outside agencies to seek early help and guidance. For example, when children show barriers to learning, such as challenges in managing feelings and behaviours, the childminder is confident to seek support. For instance, she contacts the local authority early years team to develop strategies to best support children's positive engagement in learning and adapts her practice to meet needs.

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Inclusion Expected standard

The childminder does not currently care for any children who receive early years pupil premium funding, but she knows how it should be spent to support the progress and development of children in receipt of it.

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Leadership and governance Expected standard

The childminder is passionate in providing care and learning experiences that support children to achieve and thrive. She seeks guidance from other professionals to reflect on her practice and gain ideas and strategies to further enhance it. The childminder takes part in regular training to develop her skills, knowledge and practice. Each week she participates in online courses and implements ideas from training to support children's progress.

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Leadership and governance Expected standard

The childminder is reflective about her provision. She regularly evaluates strengths and areas for development. This continual process of tweaking teaching and activities to support needs and next steps of children attending, means that children progress steadily. The childminder is flexible in her operating hours and the days children attend. This supports the families she serves well. For instance, many families have parents working overseas for long periods of time, and she recognises the comfort that her consistent presence can provide to children.

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Leadership and governance Expected standard

The childminder keeps parents well informed about children's daily learning experiences and progress. The childminder supports parents with guidance on aspects of care such as promoting effective sleep routines and daily toothbrushing. The childminder works well with other providers, and this helps form a shared understanding of need and next steps in learning. It promotes progress for all children.

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Leadership and governance Expected standard

The childminder monitors the quality of teaching and care her assistants provide. She carries out regular supervisions and supports assistants' skills, knowledge and confidence in their roles to grow.

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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

The childminder creates a warm, caring and inviting space for children to play and learn. Children experience an inclusive curriculum that promotes their confidence and engagement levels. Children enjoy a wide range of activities that typically support their next steps in learning. Children enjoy frequent outings in the local community. These include visiting local play parks, attending playgroups and taking part in music sessions at a local library. These activities help children's social skills to blossom as they meet and play with a larger group of children. Children regularly enjoy outdoor activities that promote physical development. For

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Inspector:

Shirley Evel instance, they enjoy teddy bear picnics in the garden, where they enjoy playing music and movement games and celebrating how special and unique their teddies are.

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Inspector:

Children are happy and content and show a real sense of belonging in the care of the childminder. She treats each child with respect and kindness and knows their characters well. Children enjoy spending time with her and include her in their play. Children experience consistency in care. The childminder communicates regularly with parents, and handovers are thorough. The childminder knows when children may benefit from extra sleep time or reassurance as they are tired, or if there has been a change in home circumstances. Children show strong bonds with the childminder.

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Inspector:

Children's independence grows as the childminder supports them to do things for themselves. She provides time and opportunity for children to achieve on their own before offering support. For example, as children enjoy ice lollies, younger ones have time to practise developing their whole hand grasp and hand–eye coordination as they feed themselves. The childminder supports them as they tire. She praises children's hard work and effort. This helps prepare them for their next steps in learning.

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Inspector:

The childminder promotes regular attendance. She works closely with families to build a shared understanding of the benefits of a consistent routine, such as how this supports children to progress well and be prepared to start school.

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Next steps

The childminder should further promote children's communication and language skills through more targeted interactions. The childminder should develop opportunities to develop children's knowledge of healthy foods and balanced lifestyles. The childminder should enhance opportunities to support children's understanding of early mathematical concepts.

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About this inspection

The inspector spoke with the childminder, her assistant 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 : 07:00 - 19:00

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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

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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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