Childminder

Childminder

Unique reference number (URN): 2791168 Registered with Ofsted: 26/06/2024 Registers: EYR, CCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children make expected progress through the curriculum from their individual starting points. Babies confidently explore their environment, moving freely as they crawl, reach and pull themselves forwards. These opportunities strengthen their core muscles and support their physical development, while encouraging curiosity and independence. They babble frequently during interactions with the childminder, who responds warmly and consistently, helping to develop their early communication and language skills.

p.2

Achievement Expected standard

Older children communicate confidently with the childminder and each other. They listen to stories, engage in conversations and develop their vocabulary through meaningful play and daily routines. Children demonstrate increasing independence as they make choices, solve simple problems and manage aspects of their own play.

p.2

Achievement Expected standard

The childminder supports all children to achieve well from their starting points by adapting experiences to meet their individual needs. She ensures children are developing the knowledge, skills and confidence they need for the next stage of learning. As a result, children are well prepared for future learning and, where appropriate, for their eventual move on to school.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder creates a warm and welcoming environment where children feel safe, secure and valued. She generally establishes positive relationships with children and models kindness, care and respect through her calm and nurturing interactions. The childminder consistently encourages children to use good manners and speak politely to others, helping them to develop positive social skills.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to play cooperatively and develop friendships. She encourages them to take turns with toys, share resources and ask each other politely when they would like to join in or use an item. As a result, children begin to understand the importance of respecting others and managing simple social situations appropriately.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has suitable expectations for children's behaviour that reflect their age and stage of development, but at times she does not ensure these expectations are met, often during transition times of the day, such as getting ready for lunch. She responds sensitively to children's individual needs and provides support to help them meet these expectations. Children demonstrate confidence in their environment and typically engage positively in learning and play. The childminder promotes the importance of regular attendance and punctuality through effective communication with parents, ensuring children benefit from consistent routines and continuity in their learning and development.

p.2

Children's welfare and wellbeing Expected standard

The childminder provides effective care that meets children's individual needs and promotes their welfare. She establishes warm, secure and responsive relationships with children, including very young babies, who clearly seek her out for comfort and reassurance. These strong attachments help children to feel safe, emotionally secure and confident to explore their surroundings.

p.2

Children's welfare and wellbeing Expected standard

The childminder supports children to develop healthy lifestyles through well-established daily routines. She provides nutritious snacks and meals and actively involves children in preparing their food, helping them to develop independence and understand healthy eating. Children grow and pick their own produce, which helps them to understand where healthy food comes from. Children learn appropriate hygiene practices through regular handwashing and other self-care routines that are embedded throughout the day.

p.3

Children's welfare and wellbeing Expected standard

The childminder supports children's emotional wellbeing effectively. She helps children recognise and express their feelings and responds calmly and sensitively to their emotions. As a result, children generally develop resilience and a secure sense of belonging. The childminder creates an inclusive environment where every child is valued and cared for. She has high expectations for children's welfare and adapts care routines where necessary to meet individual needs. Children benefit from consistent, nurturing care that supports their overall health, safety and wellbeing.

p.3

Curriculum and teaching Expected standard

The childminder has a secure understanding of the curriculum and reflects on her practice to provide children with a broad range of experiences that meet the learning and development requirements of the early years foundation stage. She plans activities that build on children's interests and stages of development and uses assessment effectively to adapt teaching to children's differing needs and starting points.

p.3

Curriculum and teaching Expected standard

The childminder consistently promotes children's language and communication through high-quality interactions. She introduces ambitious vocabulary naturally during play and daily routines and encourages children to use new words in context. She also skilfully incorporates mathematical language into everyday conversations, helping children to develop an understanding of concepts such as size, position and comparison. Children benefit from regular opportunities to listen to stories, answer questions and independently choose books, supporting their early literacy skills.

p.3

Curriculum and teaching Expected standard

The childminder places a strong emphasis on children's physical, personal, social and emotional development. Children enjoy a balance of active play and imaginative experiences that encourage cooperation, turn-taking and confidence. They explore the outdoors, develop their physical skills and engage enthusiastically in role play that extends their understanding of the world around them.

p.3

Curriculum and teaching Expected standard

The childminder does not consistently follow through with established routines. On occasion, expectations are not maintained when children choose alternative activities instead of completing agreed tasks, such as tidying away resources. As a result, opportunities to promote children's independence, responsibility and understanding of routines are not always fully maximised.

p.3

Inclusion Expected standard

The childminder identifies and assesses children's individual needs through accurate observations, ongoing assessment and close partnership working with parents. She has a secure understanding of each child's stage of development, interests and any additional health or developmental needs. This enables her to plan appropriate experiences and provide effective support from children's starting points.

p.4

Inclusion Expected standard

The childminder takes appropriate action to reduce barriers to children's learning and wellbeing through inclusive practice. She adapts activities, routines and resources to ensure all children can participate and make progress. She makes suitable adjustments where required and creates an environment in which children feel safe, valued and included. The childminder monitors children's progress regularly and uses assessment information to review the effectiveness of the support she provides. She identifies when children require additional support and adapts her practice accordingly to help them continue to make steady progress.

p.4

Inclusion Expected standard

The childminder works closely with parents to share information about children's learning, development and wellbeing. She engages with other professionals when appropriate and uses their advice to inform her practice and strengthen the support children receive. The childminder understands the processes for accessing additional funding and external support should this be required in the future.

p.4

Leadership and governance Expected standard

The childminder has a secure understanding of the strengths of her provision and reflects on her practice to maintain and improve the quality of education and care. She makes decisions that place children's needs and wellbeing at the centre of her practice and adapts her provision where appropriate to ensure children continue to receive positive experiences. She is very dedicated to her role and speaks passionately about the children in her care.

p.4

Leadership and governance Expected standard

The childminder engages in relevant professional development to enhance her knowledge and skills, but acknowledges that she could do more training to ensure her knowledge is up to date and to gain confidence. She has completed training on designated safeguarding lead responsibilities and continues to undertake professional development linked to her qualifications. She applies this learning effectively to strengthen her practice and support positive outcomes for children. Her setting is growing, and she understands further training will enable a smoother transition for new children joining her setting.

p.4

Leadership and governance Expected standard

The childminder works in partnership with parents to share information and promote continuity in children's care and learning. She also works with other professionals when required to ensure children receive appropriate support. Risk assessments are reviewed regularly and used effectively to identify and minimise potential hazards, creating a safe environment for children to learn and play.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

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

Children experience a warm, welcoming and nurturing environment where they feel safe, secure and valued. They form strong, trusting relationships with the childminder, who knows them well and responds sensitively to their individual needs. As a result, children demonstrate confidence as they explore their surroundings, make choices in their play and seek reassurance when needed. The childminder's calm and caring approach helps children develop a strong sense of belonging and emotional security.

p.5

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

Children benefit from a broad range of experiences that support their learning and development. They regularly attend local playgroups, where they learn to play alongside others, develop friendships and build their confidence in larger social settings. Frequent visits to the local park provide opportunities to develop physical skills through climbing, balancing and running, while trips to the library foster a love of books and stories. These outings help children develop an understanding of their local community and prepare them well for future learning.

p.5

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

The childminder creates purposeful opportunities to promote children's communication and language. Children enthusiastically sing familiar nursery rhymes, join in with action songs and play musical instruments while the childminder sings with them. These enjoyable experiences develop children's listening skills, rhythm, vocabulary and confidence to communicate.

p.5

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

Children also gain valuable first-hand experiences that help them understand healthy lifestyles and the world around them. They harvest vegetables, such as peas and lettuce,

p.5

About this setting

Register(s): EYR, CCR from the garden before preparing and tasting them at mealtimes. These activities encourage curiosity, develop practical skills and promote healthy eating. Children proudly take part in preparing food, strengthening their independence and confidence.

p.6

About this setting

Overall, children make expected progress from their individual starting points. They develop the knowledge, skills and confidence they need for the next stage in their learning. The childminder provides effective care, meaningful learning experiences and a secure environment where children thrive, regardless of their background or individual needs, giving them a positive start in life.

p.6

Next steps

The childminder should adapt transition times to fully engage children and actively involve them in routines so that these moments consistently promote their independence, participation and learning. The childminder should prioritise training to further improve her knowledge and confidence.

p.6

About this inspection

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

p.6

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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8