Childminder

Childminder

Unique reference number (URN): 2806074 Registered with Ofsted: 18/10/2024 Registers: EYR, CCR, VCR

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 Strong standard

Children make excellent progress from their starting points across all areas of learning. Through a wide range of enjoyable and meaningful experiences, they quickly develop new skills and knowledge. For example, children learn and confidently use new words, such as 'twist', helping to strengthen their communication and language development.

p.2

Achievement Strong standard

Children develop great fine motor skills as they use play dough to create different shapes and models. They show creativity and imagination, such as when they make dinosaurs from play dough and pretend to feed them their favourite foods. Children also demonstrate strong memory skills, confidently talking about things they have done at home and remembering familiar routines, including what they will have for snack.

p.2

Achievement Strong standard

Children build their physical skills and learn to work together through activities in the garden. They listen carefully and follow instructions well as they take part in games, such as hopscotch. Children approach their learning with enthusiasm, curiosity and confidence. They enjoy trying new things, persevere when faced with challenges and develop the skills they need to become successful learners. As a result, they are well prepared for the next stage of their education.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children form warm, secure relationships with the childminder, who establishes clear, consistent and age-appropriate routines and expectations. As a result, children behave very well and move confidently through the daily routine. Older children show high levels of independence, preparing themselves for outdoor play and following hygiene routines with ease. They clearly understand what is expected of them. The childminder offers warm and supportive encouragement to younger children, helping them to develop essential self-help skills, such as putting on their own shoes and becoming increasingly independent in their daily routines.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model, consistently demonstrating kindness, respect and positive behaviour. Children respond very well to her calm and nurturing approach. For instance, while exploring dough and a range of tools and cutters, they willingly share resources and wait patiently for their turn. The childminder encourages children to work together during imaginative play, such as pretending to feed dinosaurs, helping them to develop cooperation and teamwork. As a result, children build positive friendships, develop a secure sense of belonging and enjoy positive interactions with both the childminder and their peers.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has effective systems in place to monitor attendance and promote regular participation. She works closely with parents to support children's wellbeing and readiness to learn. This strong partnership helps children settle quickly, establish positive routines and confidently engage in the rich learning opportunities available to them.

p.2

Children's welfare and wellbeing Strong standard

The childminder creates a warm, welcoming and nurturing environment, where children feel safe, secure and happy. Clear and consistent routines help children develop confidence and independence as they move through the day. For example, at mealtimes, children make healthy choices by selecting their favourite fruits. They safely help to cut bananas and count blueberries as they place them into their bowls, supporting both their independence and early mathematical skills. The childminder also follows effective safe sleep procedures, ensuring that children's safety and wellbeing are consistently prioritised.

p.3

Children's welfare and wellbeing Strong standard

The childminder actively promotes healthy lifestyles and physical development. Children enjoy regular opportunities to be active outdoors and learn how to manage risks safely. For instance, during imaginative play as superheroes, children confidently run around the garden while carefully avoiding obstacles and using equipment appropriately. These experiences help children develop an understanding of personal safety, build physical confidence and strengthen their independence.

p.3

Children's welfare and wellbeing Strong standard

The kind and attentive childminder provides children with consistent praise, encouragement and reassurance. She is highly responsive to their individual needs and sensitively supports them in recognising and managing their feelings and emotions. For example, she offers comfort and reassurance to younger children and guides older children to better understand the setting's expectations. As a result, children develop strong emotional wellbeing, positive self-esteem and growing confidence in managing their behaviour and forming positive relationships with others.

p.3

Curriculum and teaching Strong standard

The childminder is highly experienced and skilled in providing a nurturing and ambitious learning environment. She implements a well-sequenced curriculum that encompasses all areas of learning and development, enabling children to become confident, independent and motivated learners, who are well prepared for the next stage of their education. The curriculum is carefully tailored to meet children's individual needs and interests and is consistently delivered to ensure that all children benefit from rich, engaging and meaningful learning experiences.

p.3

Curriculum and teaching Strong standard

The childminder actively promotes children's mathematical development through purposeful interactions and play-based learning. For example, while drawing shapes with chalk, she encourages children to recognise, name and recreate them, helping to strengthen their mathematical understanding as well as their fine motor skills and hand-eye coordination. She skilfully extends learning further by inviting children to use these shapes to create pictures of themselves, supporting both their creativity and sense of identity. Outdoors, the childminder thoughtfully adapts activities to meet children's differing stages of development. Younger children are encouraged to balance on one leg in preparation for a hopscotch game, helping to develop their coordination and physical skills. Older children are challenged to throw coloured beanbags into the corresponding coloured squares, promoting colour recognition, matching skills and increasing accuracy in their movements.

p.3

Curriculum and teaching Strong standard

The childminder provides a stimulating yet calm environment that effectively supports children's emotional wellbeing and social development. She creates imaginative

p.3

Expected standard

opportunities for children to engage in role play, such as making 'perfumes' or 'soup' using water, herbs, fruit and a variety of containers and utensils. Throughout these experiences, she engages children in meaningful conversations about their play, introducing new vocabulary and encouraging them to express their ideas and thoughts. These experiences effectively support their overall cognitive development and foster confident, engaged and enthusiastic learners.

p.4

Leadership and governance Strong standard

The childminder is highly knowledgeable, experienced and ambitious, with a secure commitment to giving children the very best start to their early education. She engages in regular professional development to continually strengthen her practice and enhance outcomes for children. For example, following recent training, she successfully incorporated new strategies into her daily provision. As a result, she now consistently promotes children's mathematical understanding throughout routines, activities and play experiences, effectively supporting their thinking skills and cognitive development.

p.4

Leadership and governance Strong standard

The childminder has established strong and meaningful partnerships with parents, who speak highly of the nurturing and supportive environment she provides. Parents particularly value the wide range of trips and outings she organises to enrich children's learning and broaden their experiences. They appreciate the significant progress their children make and are proud of their achievements.

p.4

Leadership and governance Strong standard

The childminder also maintains positive and effective relationships with other professionals and fellow childminders. She works collaboratively, seeks professional advice, when needed, and actively shares ideas and good practice with others to further develop her skills and expertise. Her reflective approach to continuous improvement ensures that children benefit from a high-quality, inclusive environment, where they are supported to thrive, achieve and reach their full potential.

p.4

Inclusion Expected standard

The childminder has high expectations for all children and is dedicated to helping each child achieve their full potential. She has effective systems in place to identify any emerging needs at an early stage and takes proactive steps to provide appropriate support. Although there are currently no children on roll with identified barriers to learning, the childminder demonstrates a secure understanding of inclusive practice and how to adapt both the environment and her provision to meet individual needs. For example, she is knowledgeable about a range of strategies to support children's development and recognises the importance of implementing a gradual, personalised approach to remove barriers to learning. The childminder is committed to continually developing her knowledge and practice. However, the impact of these strategies on outcomes for such children is not yet fully evident. The childminder establishes warm and positive partnerships with parents and carers. She

p.4

Inclusion Expected standard

recognises the importance of working collaboratively with families and other professionals to ensure children receive consistent support. She values professional guidance and advice and uses this effectively to inform targeted adaptations to routines, activities and the learning environment, ensuring that children's individual needs are well met.

p.5

Inclusion Expected standard

The childminder maintains detailed and accurate records of children's progress and uses this information effectively to evaluate and continually improve her practice. She regularly shares information with parents, ensuring they are well informed about their child's development and actively involved in their learning journey. This effective partnership helps to promote continuity between home and the setting, supporting all children to make steady progress in their learning and development.

p.5

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

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children are happy, confident and thriving within this welcoming setting. They are delighted to explore a carefully planned and well-organised environment that supports all areas of learning while reflecting their individual interests and developmental needs. Children eagerly engage in a wide range of stimulating experiences that spark their curiosity and encourage a strong sense of enquiry, including regular trips and outings within the local community. The nurturing childminder skilfully adapts her teaching and educational programmes to meet each child's unique needs, enabling them to develop highly positive attitudes towards learning. Children attend regularly and benefit from robust procedures that ensure they do not miss out on the rich and meaningful learning opportunities available to them.

p.6

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

Children explore their environment with confidence, enthusiasm and increasing independence, making purposeful choices about their play and learning. For example, they show great fascination, when investigating bubbles. They confidently recall how to twist the wand, dip it into the bubble solution and carefully blow to create floating bubbles. They respond with excitement as they watch them drift through the air. Children extend their learning as they explore the bubbles, showing curiosity and interest in what they see. They compare the size of the bubbles and talk about which are bigger or smaller. This supports their developing mathematical awareness and helps them build early language skills through discussion.

p.6

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

Children form warm, secure and trusting relationships with the childminder and their peers. Children experience high expectations that support their emotional wellbeing and personal development. They begin each day with a warm and welcoming singing session, including a familiar 'hello' song, which helps them feel secure, valued and included. They demonstrate patience, kindness and respect as they wait for their turn to choose a favourite nursery rhyme. This supports the development of positive social skills and meaningful friendships. Through consistent encouragement, praise and affirmation, children become confident, resilient and increasingly independent learners, who feel valued, respected and celebrated throughout their time at the setting.

p.6

Next steps

The childminder should continue to develop her practice with a focus on making a demonstrable difference to the opportunities and experiences of children with barriers to learning.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 16:00

p.7

Facts and figures used on inspection

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

p.7

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.7

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.

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

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 . Store Street Manchester M1 2WD

p.8

Urgent improvement

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

p.9