Childminder

Childminder

Unique reference number (URN): 2790998 Registered with Ofsted: 08/04/2025 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 Strong standard

Children make clear progress from their starting points across all areas of learning. This includes children with special educational needs and/or disabilities, and those that face other barriers to learning and/or wellbeing. These children achieve highly because of the targeted support from the childminder. Children rapidly gain the skills, knowledge and confidence they need for the next stage of their education. The childminder carefully plans transitions, from when children join the setting through to their move on to school. This ensures that every child feels secure, confident and ready for their next stages of learning.

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Achievement Strong standard

Children become highly engaged and independent explorers. Due to the childminder's carefully planned stimulating environments and exciting activities, children seek out play experiences with ease. The childminder highly encourages and promotes children to develop self-care skills. Children cut their own fruit at snack time, scrape their leftover food into the bin, and pour their own drinks from a young age. Children thrive on the praise for their achievements.

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Children's welfare and wellbeing Strong standard

The childminder gives children's welfare and wellbeing the highest priority. Children form secure attachments with the childminder, who is warm and encouraging, responding to children's needs with sensitivity and care. Children feel confident in seeking the childminder for reassurance, comfort and encouragement throughout the day. The childminder is quick to put any additional support into place when children become distressed, for example if a routine changes. She offers quiet calming spaces for children who need the support to regulate or reset. This includes children with special educational needs and/or disabilities, and those that face other barriers to learning and/or wellbeing

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Children's welfare and wellbeing Strong standard

Children benefit from daily access to exciting outdoor play opportunities, as well as enriching visits to the library and local play centres. These opportunities support children's physical development, as well as social aspects and curiosity and confidence in the wider world.

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Children's welfare and wellbeing Strong standard

The childminder promotes physical health throughout her daily routines. She provides healthy and balanced snacks and meals for children throughout the day. Children learn the importance of maintaining personal hygiene via washing their hands and faces independently. Their privacy is maintained during all aspects of personal care, supporting dignity and trust.

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Curriculum and teaching Strong standard

The childminder plans a well-sequenced curriculum that meets children's interests, previous learning and stages of development. Learning is inclusive and carefully adapted to ensure that children with special educational needs and/or disabilities, and those that face other barriers to learning and/or wellbeing are included and experience accomplishment. Therefore, children make excellent progress in learning. The childminder embeds high- quality teaching across all areas of learning. She challenges children's thinking so that they

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Expected standard

problem-solve, make predictions and find answers. Children engage in activities with awe and wonder for what they will experience next. They explore fruit using their senses. The childminder challenges children to think deeper about smells and textures, before children eat the fruit and talk about the taste.

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Expected standard

Children develop a secure understanding of the world around them through thoughtfully planned opportunities. The childminder prioritises outings, such as walks and bug hunts and visits to soft play centres and libraries. This ensures that children's learning is extended beyond the setting, and supports their confidence, curiosity and sense of belonging in their community. The childminder also teaches children about cultural celebrations such as Chinese New Year and Ramadan, to broaden their knowledge and respect of the world around them.

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Expected standard

The childminder consistently supports children's communication and language. She engages in supportive conversations in which she models and repeats words, comments and asks questions, to encourage children to rapidly learn new words. Children therefore quickly become confident communicators. This includes children who have speech delays or difficulties, who make rapid progress from their starting points with the carefully planned support.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a nurturing environment where children largely feel secure and understand familiar routines. She is sometimes clear on her behavioural expectations, and these are appropriate to children's ages and stages of development. The childminder generally acts as a strong role model for supporting children to engage in activities, cooperate during routines and turn-take with others. She encourages children to support each other, and children love to clap and cheer on their peers during activities with her encouragement.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well. However, the childminder is required to step in frequently to support children to develop positive social behaviours. Children tend to play comfortably alongside peers. The childminder could further sensitively enforce her behavioural expectations throughout the day, with the aim to embed these into children's daily routines so that children gain deeper understanding.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of predictable routines for children and families. She promotes attendance and punctuality through regular communication with parents, and individual circumstances are considered carefully. As a result, children generally feel secure and supported to develop positive behaviours and attitudes that reflect their developmental stage.

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Inclusion Expected standard

The childminder gets to know children well. She uses her strong knowledge of child development to assess and monitor children's progress. Through regular observations, the childminder creates individual developmental targets for children, as well as carefully planned inclusive activities. The childminder adapts her communication, as well as the levels of teaching and language she uses to support all children. The childminder also makes reasonable adjustments to help children feel safe and included. For example, following familiar home practices during care routines. This includes children who have special educational needs and/or disabilities and those that face other barriers to learning and/or wellbeing.

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Inclusion Expected standard

Where emerging concerns for children are identified, the childminder works in partnership with families and seeks advice from external professionals as appropriate. Her experiences and successes of supporting children with speech and language delays demonstrates her understanding of the importance of early identification and support. The childminder has high expectations for all children, and typically provides support to reduce barriers to learning. The childminder plans to complete training to gain a Special Educational Needs Coordinator qualification. This will further support her knowledge about different types of additional needs and barriers to learning that children may face.

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Leadership and governance Expected standard

The childminder has a general understanding of the setting's strengths and areas for development. She reflects to identify when activities go well, or how she can adapt them to further support children's learning. The childminder values her own professional development. She is proactive in seeking training opportunities to further her knowledge and skills, especially in areas related to children's individual needs.

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Leadership and governance Expected standard

The childminder gets to know children and their families well and is sensitive to their individual circumstances. When making decisions, she acts with their best interests at heart with the aim to support and reduce barriers for children. This includes children who have special educational needs and/or disabilities, and those that face other barriers to learning and/or wellbeing. The childminder works closely with other professionals to seek guidance and follow advice, so that she is supporting children to make the best possible progress with their learning and development.

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Leadership and governance Expected standard

The childminder has built strong parent partnerships. Parents praise the childminder for the marked improvements their children make across all areas of learning, especially in communication and language and confidence. Parents appreciate the healthy balanced meals and snacks, allowing their children to try new foods. They speak positively about the excellent communication from the childminder, when she informs them each day of what their children have been learning and enjoying.

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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 excited at this vibrant and homely setting. They quickly develop close bonds with the supportive childminder and feel valued. The childminder creates exciting and stimulating environments, where children quickly feel confident and able to explore. Children's individual needs, interests and abilities are skilfully recognised and purposefully supported. This has a positive impact on children's emotional security, enabling them to learn and play with curiosity and growing independence.

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About this setting

Unique reference number (URN): 2790998 Children show high levels of engagement and are confident and engaged learners. The childminder offers a rich and thoughtfully planned range of activities for children to explore. For example, children show clear excitement when mark making using a variety of materials in the garden, and squeal with delight as they create meals and drinks for others in the play kitchen. With close support and guidance, children increasingly display positive behaviour. They love to clap and encourage others during activities, alongside the strong role modelling of the childminder.

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About this setting

Children are confident communicators. The childminder uses effective strategies to encourage children to rapidly learn new words and become more confident in expressing themselves in a variety of ways. Through singing, stories and conversation during play, children have wonderful opportunities to play with words and extend their communication and language skills. The childminder repeats new words, comments and asks questions during play, and uses every opportunity throughout the day to build back-and-forth interactions with children. Children enjoy sociable snack and mealtimes with the childminder. They talk animatedly about the foods they are eating together. The childminder also adapts her strategies to support children with speech and language delays or difficulties. Through her close support and adapted interaction styles, all children make pleasing progress from their starting points with their communication and language skills.

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Next steps

The childminder should further embed her behavioural expectations into her daily routines, to work towards creating a harmonious and respectful culture at the setting.

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About this inspection

The inspector spoke with the childminder and children during the inspection and viewed written feedback from parents.

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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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

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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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