Childminder

Childminder

Unique reference number (URN): 2800556 Registered with Ofsted: 19/12/2024 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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Behaviour, attitudes and establishing routines Strong standard

Children consistently demonstrate positive attitudes to learning and have a secure understanding of the routines and expectations. The childminder has high expectations for children's behaviour and models these consistently. She encourages children to think about their own choices by asking questions such as, 'Where would be a safe place to put it?' and, 'Should we pick this up in case someone stands on it?' This helps children develop an understanding of safe behaviour and personal responsibility. For example, children remain seated while eating because they are reminded that this helps keep them safe.

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Behaviour, attitudes and establishing routines Strong standard

Children are kind and respectful towards one another. They share, take turns and enjoy working together during play. The childminder consistently praises teamwork, kindness and polite manners, helping children develop confidence, self-belief and a consideration for others. These high expectations are consistent when out in the community, where the children and childminder are regularly praised for their respectful behaviour.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is highly responsive to children's needs and skilfully supports them to regulate their emotions and behaviour. She recognises when children may need redirection and calmly supports them towards different activities. Children respond positively towards the childminder and are happy to tidy away resources before moving on to the next part of their day. As a result, children develop positive attitudes, increasing independence and the social skills they need in preparation for school. The childminder has positive and trusting relationships with parents, and actively encourages the importance of attendance and punctuality to support children's regular and consistent learning and development.

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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the heart of her practice. She has established highly effective routines that help children know what to expect throughout the day. As a result, children feel secure, develop a strong sense of belonging and confidently move between activities. The childminder provides a gradual, child-centred settling-in process that involves working closely with families to ensure that children transition successfully into the setting. The childminder carefully adapts this process to meet each child's individual care needs, providing additional reassurance and support where needed.

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Children's welfare and wellbeing Strong standard

Children form warm and trusting relationships with the childminder and clearly feel safe and happy in the childminder's care. The childminder knows each child exceptionally well and adapts her interactions to reflect their individual personalities and interests. The childminder also responds sensitively to children's emotional needs, introducing movement breaks at appropriate times to help children regulate their emotions and engage positively in their play.

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Children's welfare and wellbeing Strong standard

The childminder supports children's emotional wellbeing effectively. Children recognise and talk about their feelings using an emotions chart, as the childminder encourages discussions about what makes them feel happy, sad, worried or angry. Children share their feelings, listen well to the childminder's examples and begin to understand their own emotions.

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Expected standard

Children's safety is consistently promoted and a priority of the childminder's practice. The childminder maintains close supervision and uses everyday experiences to teach children how to manage risks. For example, she encourages children to think about tidying toys from the floor to prevent accidents, and explains the importance of privacy and good hygiene during toileting routines.

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Achievement Expected standard

Overall, children make steady progress in their communication and language and show growing confidence in expressing themselves during play. Children learn new vocabulary through listening to stories, singing songs and interactions with the childminder.

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Achievement Expected standard

Children develop early mathematical understanding through everyday play as they sort and match colours, count building blocks and compare the heights and lengths of towers and pathways they create.

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Achievement Expected standard

Children confidently manage aspects of their personal care, seek reassurance when needed and demonstrate their understanding through role play, for example by acting out the steps of using the toilet with small-world toys. Children learn about healthy eating habits and how to care for their oral health.

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Achievement Expected standard

Children remain engaged with activities that build on their individual interests. They focus well during play, follow well-established routines and typically develop the skills they need for the next stage of their learning.

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Curriculum and teaching Expected standard

The childminder provides a broad and balanced curriculum with children's interests at the centre of her planning. She plans a range of outings and activities that support children's development across all areas of learning. However, planned experiences and activities are sometimes too broad, and do not always focus precisely enough on children's individual next steps to maximise their progress.

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Curriculum and teaching Expected standard

The childminder places an emphasis on communication and language. She introduces new vocabulary throughout the day and extends children's language through high-quality interactions, effective questioning and consistent modelling. She repeats words correctly and gives children time to think and respond, helping them develop confidence in speaking. Parents receive regular updates about their children's learning and report noticeable progress, particularly in communication and language, including for children who speak English as an additional language.

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Curriculum and teaching Expected standard

Children show a love of books and enthusiastically name farm animals, make the correct animal sounds and match pictures to toy animals during small-world play. The childminder thoughtfully uses books alongside activities to extend learning. For example, a nonfiction book about oral health encourages discussion while children take part in a sensory teeth- cleaning activity. This allows the childminder to reinforce healthy routines and address misconceptions.

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Curriculum and teaching Expected standard

The childminder skilfully promotes mathematical understanding through everyday play. Children compare the sizes of farm animals using language such as 'big', 'medium' and 'small', and confidently count and compare quantities. Children also develop independence and fine motor skills as they chop strawberries, peel bananas, tidy away resources and clear their plates after meals.

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Inclusion Expected standard

The childminder knows the children in her care well and identifies potential barriers to their learning. She implements effective strategies to help children access learning and make good progress. For example, she uses visual resources with bilingual text, models key vocabulary and adapts her communication through simplified verbal instructions. These approaches support all children, including those who speak English as an additional language, to understand routines, develop their communication skills and participate confidently in activities.

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Inclusion Expected standard

The childminder has a secure understanding of children's development and typically identifies appropriate next steps in their learning. She adapts her teaching to meet children's individual needs. For example, she encourages and supports children who are more reserved to share their ideas during group activities, helping to build confidence and prepare them for the next stage of their education.

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Inclusion Expected standard

There are currently no children on roll with special educational needs and/or disabilities or in receipt of additional funding. However, the childminder demonstrates a secure understanding of inclusive practice. Overall, she adapts the curriculum and daily experiences to meet children's individual needs. For example, she organises visits to soft play centres during morning sessions, after identifying that some children benefit from opportunities for gross motor play to help them regulate their emotions and remain engaged in learning throughout the day. The childminder understands the support available for children and families, and knows how to access advice from external professionals should additional support be required.

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Leadership and governance Expected standard

The childminder evaluates her practice effectively and has a clear understanding of its strengths and areas for development. For example, she has identified some professional development that would strengthen her knowledge in identifying children's emerging needs.

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Leadership and governance Expected standard

The childminder is reflective and demonstrates a positive commitment to improving her practice. She regularly completes training, keeps up to date with changes in the early years sector and works collaboratively with other childminders to share ideas and effective practice. However, she does not always consider precisely enough how the knowledge gained from her professional development can be implemented in her setting and how it can impact on children's learning and development. The childminder has clear expectations for her practice around healthy eating, safer sleep guidance and appropriate screen use, helping to promote children's health and wellbeing. She ensures that children benefit from learning within the local community, including visits to playgroups, where they benefit from intergenerational relationships during shared craft activities.

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Leadership and governance Expected standard

Parents speak highly of the childminder and value the care, attention and support she provides. They appreciate the regular communication about their children's progress and daily experiences. Parents report that their children are happy, settled and eager to attend, giving them confidence in the quality of care their children receive.

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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 are warmly welcomed into a happy, safe and nurturing home-from-home setting. The childminder develops positive relationships with children, ensuring they feel listened to, respected and valued. This caring environment helps children settle quickly, develop confidence and feel emotionally secure.

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

Children benefit from well-established routines that provide consistency and help them understand what is expected of them. As a result, they feel safe and secure in the setting. The childminder thoughtfully organises the environment to promote children's independence, enabling them to confidently develop their self-help skills, such as accessing their water when thirsty.

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

Children form positive friendships and play cooperatively with their peers. They learn to share, take turns and work together during play activities. The childminder consistently models positive social interactions and praises children's kindness and teamwork, helping them to develop good relationships and positive behaviour.

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

Children enjoy a range of engaging experiences that generally support their learning and development. They develop their communication and language skills as they explore activities including sensory play, music and movement, and imaginative small-world play. Regular outings to playgroups, soft play centres and local parks enrich children's experiences, supporting their physical development and their understanding of the world around them.

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

Children benefit from nutritious home-cooked meals prepared by the childminder, helping them to develop a positive understanding of healthy eating and lifestyles. Children seek out the childminder for reassurance, comfort and encouragement, demonstrating the secure attachments they have formed. Children demonstrate positive attitudes towards learning and typically develop the knowledge and skills they need for the next stage of their learning and development.

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Next steps

The childminder should ensure that planned activities are more precisely focused on children's individual next steps in learning, to build consistently on what children already know and can do. The childminder should focus her professional training and development and ensure that she can effectively implement skills and knowledge within her setting to benefit the children in her care.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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About this inspection

The inspector spoke with the childminder, children, and a parent 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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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

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 .

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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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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