Childminder

Childminder

Unique reference number (URN): 2536354 Registered with Ofsted: 13/06/2019 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

Children generally make progress from their starting points and develop the knowledge, skills and confidence they need for the next stage in their learning. They become increasingly independent as they manage familiar routines, put on their own shoes, tidy away resources and take responsibility for simple everyday tasks. Children develop their communication and language skills through meaningful conversations with adults. Opportunities to count, compare and solve problems are woven naturally into play and daily routines. Children with special educational needs and/or disabilities typically receive appropriate help to enable them to participate alongside their friends and make progress from their individual starting points. Opportunities to develop physical skills are available through outdoor experiences, helping children improve coordination and confidence. Children generally acquire the knowledge and skills needed for their next stage of learning,

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Achievement Expected standard

helping them make a suitable transition as expectations increase. Parents also report positive improvements in their children's speech, behaviour and confidence since attending the setting.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and show that they feel safe, secure and valued in the childminder's care. They respond positively to the warm, calm approach of the childminder, who establishes clear expectations and provides gentle reminders to help children understand what is expected of them. Daily routines are well established and help children move confidently between activities. For example, children are given advance warnings before transitions, take responsibility for tidying away resources and follow familiar routines, such as washing their hands before meals. These approaches help children understand expectations and develop increasing confidence in managing their day.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises that many children attending are highly active and has adapted the environment to provide regular opportunities for energetic outdoor play, alongside quieter, adult-led activities. This helps children regulate their behaviour and engage positively in learning. Children are encouraged to reflect on their actions through discussions, and adults reinforce these messages sensitively during everyday interactions. For example, children look at photos and identify what kinds of behaviour are kind and unkind, and why.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of regular attendance and works closely with families to encourage children to attend consistently. This helps children maintain established routines, build secure relationships and continue making steady progress in their learning and development.

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Children's welfare and wellbeing Expected standard

Children are happy, feel safe and enjoy spending time in this welcoming and nurturing setting. They form secure relationships with the childminder, who knows them well and responds sensitively to their individual needs. Daily routines help children develop confidence and independence as they manage familiar tasks, while warm interactions and clear expectations support their emotional wellbeing. All children including those with special educational needs and/or disabilities and those who face barriers to their learning and wellbeing benefit from a safe environment where effective safeguarding arrangements, thorough risk assessments and clear procedures help to protect them.

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Children's welfare and wellbeing Expected standard

Children's physical health is promoted well. They spend plenty of time outdoors, have access to fresh drinking water and wear sun hats and sun cream during hot weather. Children also learn about healthy lifestyles through discussions and planned activities. Mealtimes are calm and sociable, providing opportunities for children to develop good manners and build positive relationships with others. The childminder also supports children to move confidently between home, nursery and school, through flexible care and positive partnerships with families.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that generally reflects the needs and interests of the children she cares for. She recognises that many children are highly active and provides plenty of opportunities for physical play, alongside activities that develop communication, early mathematics, independence and social skills. Topics, such as healthy eating and transport, are brought to life through meaningful experiences, helping children make connections between their learning and the world around them. For example, children sort different fruit and vegetables by colour before recording their friends' preferences on a tally chart. This helps children develop early mathematical skills, learn about healthy eating and gain the confidence to explore unfamiliar foods through shared experiences. The childminder interacts warmly with children, using questions and conversations to extend their thinking, introducing new vocabulary and encouraging them to solve problems

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Curriculum and teaching Expected standard

Teaching is generally adapted to support individual children, including those with special educational needs and/or disabilities. Children are encouraged to develop the skills they need for their next stage of learning, such as managing their own belongings, listening during stories and becoming increasingly independent. However, teaching is not consistently ambitious or precisely matched to every child's stage of development. Some children's next steps are too broad and lack clear success criteria. This makes it difficult to measure the progress they make and to ensure learning builds consistently over time. In addition, strategies to support some children who some speak English as an additional language are not always tailored closely enough to help them develop their communication and language skills well.

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Inclusion Expected standard

The childminder strives to ensure that every child is included and has the opportunity to take part, regardless of their age, stage of development or individual needs. She knows children and their families well and works with parents and carers, nurseries and other professionals to identify and support children who need additional help. Reasonable adjustments are generally made to routines and activities, such as allowing children extra time during transitions and adapting expectations to help them participate successfully. Children with special educational needs and/or disabilities receive appropriate support, and the childminder uses information shared by other professionals to help meet their needs within her setting.

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Inclusion Expected standard

The childminder is committed to ensuring that children who face barriers to their learning are included and supported to participate fully in the setting. However, the support provided for some children who speak English as an additional language is not yet consistently matched to their individual language needs. In addition, children's next steps are too broad and lack clear, measurable success criteria. This makes it difficult to monitor the small steps children make, evaluate the impact of the support provided and adapt teaching where necessary.

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Leadership and governance Expected standard

The childminder generally understands the strengths of her provision and is committed to providing a welcoming, flexible service that meets the needs of families. She has established positive relationships with parents and carers, who value her communication, reliability and willingness to adapt care where possible. The childminder reflects on her practice and seeks feedback from families and any assistants she may work with. She uses regular professional discussions with a local network of childminders to help evaluate and improve her provision.

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Leadership and governance Expected standard

The childminder typically understands the needs of children and families who attend her setting, and she strives to make decisions that promote inclusion. She adapts routines and provides reasonable adjustments to support children's participation, while working collaboratively with parents and other professionals.

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Leadership and governance Expected standard

The childminder checks in regularly with assistants, providing opportunities to discuss children, daily practice, and any concerns. This helps any assistants she may work with feel supported and able to carry out their roles effectively. She also recognises the importance of maintaining her own wellbeing. She accesses support through her childminding network and informal supervision sessions with assistants. This helps the childminder to manage workload and sustain the quality of care. However, while the childminder has identified further professional development as a priority, training is not precisely targeted to strengthen assessment practice and develop her expertise in supporting children who speak English as an additional language, ensuring consistently secure outcomes for all children.

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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 arrive happily and settle quickly, eager to take part in the activities of the day. They are welcomed warmly by the childminder, who knows them well and helps them feel safe and secure. Children quickly settle into play, confidently choosing from a range of activities that reflect their interests. They enjoy spending time with their friends and know that adults are always nearby to offer reassurance, encouragement and support when needed.

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

Children have fun while they learn. They enjoy digging in the sand, listening to stories and exploring activities, linked to topics such as healthy eating and transport. Adults join in with

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Inspector:

children's play, asking questions that encourage them to think, talk and solve simple problems. Children enjoy trying different fruits and vegetables, sharing their opinions and recording their friends' favourites on a tally chart. These experiences help children build their confidence, develop early mathematical skills and learn about making healthy choices.

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Inspector:

Children are encouraged to do things for themselves. They put on their own shoes, wash their hands before meals, tidy away toys and take pride in helping with everyday routines. The childminder gives children time to have a go before offering support, helping them become increasingly independent. Mealtimes are relaxed and sociable, giving children opportunities to chat with their friends, practise good manners and enjoy healthy food. Children are prepared well for the next stage in their learning.

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Inspector:

Children learn how to be kind and considerate towards others. The childminder calmly reminds them to share, take turns and think about how their actions affect their friends. Children respond well to these gentle reminders and begin to manage their feelings and behaviour successfully.

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Inspector:

The childminder works closely with parents, carers and other professionals to support children who face barriers to their learning. As a result, children are included and enjoy taking part in the life of the setting. Attendance procedures are clear, and the childminder understands the importance of following up unexplained absences as part of her safeguarding responsibilities.

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Next steps

The childminder should ensure that all children who face barriers to their learning receive consistently targeted support that enables them to make the best possible progress. The childminder should further support learning by making assessments sharper and children's next steps more specific, so that teaching builds consistently on what children already know and can do, enabling them to make the best possible progress.

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About this inspection

The inspector spoke with the childminder, assistants, children, parents and carers 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. Keiley Pedro

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About this setting

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