Childminder

Childminder

Unique reference number (URN): 2828377 Registered with Ofsted: 13/02/2025 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

Typically, children make secure progress from their individual starting points across all areas of learning and development. They develop the knowledge, skills and attitudes needed for their next stage of learning. Children communicate with increasing confidence through conversations, stories and songs. They use words and short phrases to express their needs and respond to questions during group activities. Children use early mathematical skills as they count, compare, sort and solve simple problems during everyday experiences. They develop physical control and coordination through active play and daily routines. For example, children confidently climb and negotiate outdoor play equipment with increasing control.

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Achievement Expected standard

Children show curiosity and perseverance when exploring new experiences. Those who face barriers to learning achieve alongside their peers and continue to make progress from their starting points. Children develop age-appropriate self-care, social and emotional skills that support their wellbeing. They make choices, follow routines and manage tasks with increasing independence. Children develop the knowledge, confidence and skills needed for future learning and their eventual move on to school.

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Behaviour, attitudes and establishing routines Expected standard

Children typically behave well and show positive attitudes to their play and learning. They develop confidence, emotional security and consideration for others. Overall, the childminder establishes clear expectations for behaviour and daily routines that help children feel secure and ready to learn. However, the childminder does not always help children understand why some behaviours are unsafe or inappropriate. For example, she tells children not to climb on furniture but does not explain the possible consequences if they do. This means children are not consistently supported to understand the reasons for these expectations.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm, nurturing environment for children. She acts as a positive role model and demonstrates respectful interactions. Children reflect this positive approach in their interactions with the childminder and as they engage in shared experiences with others. Children benefit from warm, trusting relationships with the childminder. The childminder support children to recognise and manage their emotions, resolve minor conflicts and develop positive social skills. Children are encouraged to be kind to others, share resources and take turns. Typically, the childminder promotes positive attitudes by encouraging children to explore, persevere and take pride in their achievements. She understands the importance of regular attendance and works with parents to promote this to fully support children's learning and wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder typically puts children's welfare and wellbeing at the heart of everything she does. She gathers detailed information from parents before children start to understand their individual needs, preferences and family routines. This helps children settle confidently and provides continuity between home and the setting. The childminder creates an inclusive environment where every child feels valued and respected. She works closely with families to ensure children's changing needs continue to be met. Daily routines and care practices are adapted, where needed, so all children can participate fully and develop increasing confidence and independence. Children feel safe, secure and emotionally supported.

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Children's welfare and wellbeing Expected standard

The childminder supports children to lead healthy lifestyles through everyday routines and planned activities. Children follow hygiene practices, enjoy nutritious meals and snacks and benefit from regular opportunities to be physically active. Personal care is typically managed sensitively and respectfully, helping children feel comfortable and secure. However, the childminder does not consistently promote children's understanding of privacy during intimate care. For example, nappies are changed where other children can observe. This means children are not consistently helped to develop an age-appropriate understanding of privacy during personal care routines. Sleep arrangements reflect children's individual needs and support their wellbeing.

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Curriculum and teaching Expected standard

The childminder's curriculum reflects her ambition for all children to become confident, independent learners who are well prepared for future learning. She identifies the knowledge, skills and behaviours children need to develop and plans experiences that build progressively on what they already know and can do. The curriculum is flexible and responsive, enabling the childminder to follow children's interests while maintaining a clear focus on their next steps. For example, younger children build their confidence and physical skills as they climb and slide during outdoor play. Older children match pictures of vegetables to where they grow, developing their knowledge of the natural world and confidently recalling what they have previously learned.

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Curriculum and teaching Expected standard

Teaching typically supports children to make progress across all areas of learning. The childminder uses daily routines and meaningful interactions to develop children's communication and language skills, strengthen early mathematical understanding and promote physical development. She models language effectively, asks appropriate questions and provides children with time to think, respond and practise new skills. Children have daily opportunities to play outside and enjoy visits to playgroups, parks and soft play centres to develop their physical and social skills.

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Curriculum and teaching Expected standard

The childminder typically adapts activities, resources and her teaching to meet children's individual stages of development. However, on occasion, the childminder does not adapt her teaching precisely enough to meet the needs of the youngest children. This means that younger children's engagement is not yet consistently supported and they do not always benefit from the intended learning.

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Inclusion Expected standard

The childminder recognises that all children are unique individuals. She knows them and their families well and gathers detailed information when they first start. The childminder continually updates her understanding of children's changing needs, interests and circumstances. This helps to identify any barriers at the earliest opportunity and put targeted support in place. The childminder typically works in close partnership with parents and demonstrates a secure knowledge of working in partnership with other professionals if required. This ensures that children receive consistent support.

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Inclusion Expected standard

Although there are currently no children on roll with special educational needs and/or disabilities (SEND), the childminder is confident in the steps she would take to support their needs. She understands the importance of seeking advice, making timely referrals and reviewing the impact of support to help children make the best possible progress. In addition, the childminder has completed training to further develop her skills and knowledge in SEND.

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Inclusion Expected standard

The childminder values each child's individuality and creates an inclusive environment where children typically feel respected, confident and able to succeed. She uses additional funding, such as the early years pupil premium to best support each child's unique care and learning needs. Funding is used to provide experiences that children may not otherwise have. For example, children enjoy going on bus trips and train rides. This helps to reduce barriers to learning and improve children's outcomes. The childminder reviews children's progress with parents, adapting strategies as children's needs change so that they continue to make progress from their starting points.

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Leadership and governance Expected standard

The childminder is typically reflective and has an accurate understanding of her strengths and the areas she wants to develop further. She uses self-evaluation to identify priorities that improve children's experiences. For example, the childminder has identified the need to further strengthen partnerships with parents by encouraging them to share more information about children's experiences at home. She plans to use this information to further inform children's next steps and curriculum planning. The childminder regularly seeks feedback from parents and children to evaluate her practice.

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Leadership and governance Expected standard

The childminder is committed to maintaining and developing her professional knowledge. She keeps her skills and knowledge up to date through targeted training, professional reading and research. The childminder reflects on new learning and applies this to her practice. This helps to ensure children typically benefit from effective teaching approaches. The childminder also works in close partnership with her local authority and other childminders to share ideas, discuss practice and learn from one another. This contributes to continuous improvement and ensure the best outcomes for all children.

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Leadership and governance Expected standard

The childminder manages her workload effectively and maintains a positive approach to her role. Parents speak positively about the childminder and value the warm, trusting relationships she builds with children. They appreciate the regular communication and feel well informed about their children's progress and experiences. The childminder also makes good use of her local and wider community, providing children with experiences that broaden their knowledge of the world and help them develop a sense of belonging.

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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 confidently and settle quickly into this welcoming and familiar home-from- home environment. They show that they feel safe and secure through the trusting relationships they form with the attentive childminder. Children separate from their parents and carers with ease and eagerly explore the carefully organised learning environment together with their friends. They enjoy investigating activities that reflect their current interests. For example, children enjoy planting magic beans after listening to a linked story. They use spades and soil to carefully fill their pots before planting their beans. Children

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Inspector:

Jenny Cowton develop early mathematical understanding as they compare quantities and use language such as 'half full' and 'full' during the activity. Typically, children benefit from a curriculum that builds on what they already know and can do. This supports all children to make progress from their starting points.

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Inspector:

Children develop positive relationships with the childminder and each other. They play cooperatively, learn to take turns and share and celebrate each other's achievements. Every child is valued as an individual and included in all aspects of the setting. The childminder works closely with families, welcoming their contributions and using shared information to provide continuity between home and the setting. This helps children to develop a secure sense of belonging.

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Inspector:

Children typically behave well. The childminder's expectations are clear and appropriate for children's different ages and stages of development. She uses praise effectively to support children's self-esteem and wellbeing. Children develop increasing independence through everyday routines and take pride in their achievements. For instance, children pour their own drinks and feed themselves independently. Children's emotional wellbeing is supported effectively, and attendance is promoted through positive partnerships with parents. This means children develop the knowledge, skills and confidence needed for their next steps.

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Next steps

The childminder should ensure children's privacy is consistently promoted during intimate care routines, such as nappy changing. The childminder should adapt the curriculum more precisely for younger children to help them engage consistently in purposeful learning. The childminder should help children to understand behaviour expectations and the impact their behaviour has on themselves and others.

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About this inspection

The inspector spoke with the childminder and children during the inspection, and took account of parents' written comments provided for the purpose of 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 : 07:30 - 17:30

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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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