Childminder

Childminder

Unique reference number (URN): 2823541 Registered with Ofsted: 16/05/2025 Registers: EYR

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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

All children typically make steady progress from their individual starting points and gain the skills they need to achieve well across all areas of development. Children learn to independently navigate the environment and to push themselves along on large bicycles and ride-on toys, such as tractors. They begin to notice emotions and develop the vocabulary to describe objects, for example. Children gain confidence in physical skills and explore new challenges, supported by the childminder.

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Achievement Expected standard

Children use their developing language skills to make choices about where to play and what they would like to do next. They gain confidence and an awareness of their own needs and preferences. They benefit from experiences that will help them as learners throughout their educational journey.

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Behaviour, attitudes and establishing routines Expected standard

Children are generally independent and develop self-care skills, such as washing and drying their hands and feeding themselves. The routine is flexible and typically meets children's needs. Routines contain key aspects that children recognise and engage in, such as going outside, snack time and tidying up the toys. The childminder provides gentle reminders and is a role model for positive behaviour. This helps children to make choices throughout the day and sets high expectations. Children develop positive attitudes to learning and enjoy their time at the setting.

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Behaviour, attitudes and establishing routines Expected standard

Children transition well at the start of the day and arrive confidently to begin their play. Attendance and punctuality are promoted through daily interactions and conversations with families. The childminder understands how children's changing needs can influence their engagement and their behaviour. The childminder makes adjustments when needed. For example, they understand when children may struggle with the daily routine or other barriers to learning may be present, such as changes in their home environment or disturbed sleep. This means that children's needs are met on a flexible basis, which supports their wellbeing and welfare.

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Children's welfare and wellbeing Expected standard

The childminder prioritises wellbeing and promotes this through close relationships and attachments. Children are confident in the environment and are generally independent. They enjoy cuddles when they are tired or need extra reassurance. The childminder helps children to understand their emotions through simple language and labels, such as 'happy' and 'sad'. The childminder provides a range of experiences throughout the day, and children have time to play, rest and eat within the flexible routine. Arrangements for safe sleeping are in place and implemented well. The setting is a safe and welcoming space where children typically enjoy and have access to a range of activities to support their wellbeing and development. Children develop skills in personal care, such as independently washing their hands and wiping their face. The childminder supports families to understand about healthy food choices for their children. Effective partnerships with parents and carers also promote

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Children's welfare and wellbeing Expected standard

children's wellbeing. Parents share key information from home, verbally and through the use of communication books, helping the childminder to better support children's needs each day. Children are supported when they have barriers to learning, such as a new sibling or a change of the home environment.

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Curriculum and teaching Expected standard

The childminder has an awareness of the quality of the curriculum. This means that where there are areas to develop, the childminder is reflective and makes changes so that these are strengthened. The curriculum and daily experiences are typically well designed so that they focus on what children know and can do. For example, when children show an interest in water but are still developing their pouring skills, they are encouraged to explore bowls, spoons and transfer water to help them to develop in this area. Teaching reflects children's differing needs and starting points, creating a unique approach for each child.

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Curriculum and teaching Expected standard

The childminder asks questions, makes comments and talks to children, developing their speech and language skills. This includes singing songs and rhymes. Children engage enthusiastically in these and follow the physical actions along with the words. The childminder ensures that the curriculum is typically taught well, through a range of experiences and activities. Mathematics is taught specifically, helping children to understand about shape and space, for example. However, this could be improved so that it is more sharply focused on children's ages and stages of development. Physical exploration and skills are prioritised, and children develop the skills they need for later life.

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Inclusion Expected standard

The childminder assesses children's development through observations of what they know and can do. They identify potential barriers to learning and describe the steps they would take to help children and families to overcome these barriers. This includes understanding how children's needs can change over time and what may contribute to this change. The childminder also has a working knowledge of how to support children and families and how to source support from external partners. The childminder generally implements an appropriate approach to meet and address children's needs. This includes children with special educational needs and/or disabilities, those accessing additional funding or those who have other barriers to their development or wellbeing. She supports children with life changes, such as a new baby in the family or moving house.

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Inclusion Expected standard

The childminder typically has high expectations of all children and plans appropriate experiences to help them work towards the next stage of their learning journey. The childminder is improving their understanding of inclusion to continue to improve their own teaching interactions for all children. Parents and carers notice the positive changes in children, such as improved speech and confidence. They value how the childminder has helped their child to make progress.

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Leadership and governance Expected standard

The childminder generally understands their next steps for professional development and how they would like to improve the provision. They know where improvements are needed and are reflective about how they will enable this to happen in the future. The childminder could improve this further to increase their precise understanding of the setting and how to improve and gain feedback from parents. The childminder typically prioritises professional learning to improve their practice. However, this is still developing in scope and depth, particularly around the childminder's knowledge and understanding of inclusion and planning and delivering a consistently high-quality curriculum. The childminder is caring and professional and has made changes to operational hours to balance their workload and wellbeing.

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Leadership and governance Expected standard

The childminder is ambitious for the children who attend. They typically understand how to support children, have a vision for the setting and are keen to develop this further. The childminder encourages all children to gain a range of skills across all areas of learning and to flourish in their development. Parents and carers share views about what children enjoy and, together with the childminder, celebrate children's achievements regularly. The childminder regularly reviews guidance and makes changes to ensure practice is appropriate.

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

Children enjoy their time at this setting. They develop relationships with the childminder and feel safe and cared for. The childminder understands children's needs and routines well. This means that children arrive happy and are settled in the familiar environment. Children benefit from parents and carers being included in key parts of the day. For example, when they are dropped off, parents share how well children have slept and what their child may need that day. Parents value the relationships they and their children form with the childminder and how happy children are at the setting. Children with barriers to learning that may result in issues with attendance are supported to enjoy and achieve while at the setting.

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

Children have access to an outdoor area, which regularly includes new and exciting things to play with. There are also familiar resources, such as ride-on toys and bicycles, to explore. Children enjoy being active and develop key skills, such as walking with confidence and navigating around objects. Children enjoy walks around the local neighbourhood, gain an understanding of the environment around them and notice changes within it. Children are also able to rest and sleep when they need during the day, as the routine is flexible and follows their changing needs.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 07:00 - 17:00 Children enjoy learning at the childminder's setting and have access to a range of toys, activities and experiences that promote this. They develop relationships with each other and typically achieve well. Children develop positive social skills. They understand when to do things independently and when to ask for help, such as drinking independently but holding out their hand when they need help navigating a step into the garden. Children enjoy listening to and repeating their favourite songs and rhymes, mimicking actions from the ones they recognise, such as 'Wind the Bobbin Up' and 'Head, Shoulders, Knees and Toes'. Children engage in different experiences and achieve well in all areas of their development.

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Next steps

The childminder should develop systems for detailed and perceptive analysis of their strengths and areas for improvement so they can ensure excellence for all children. The childminder should ensure that high-quality teaching and interactions are consistently embedded to help children excel in their learning.

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About this inspection

The inspector spoke with the childminder, children and parents and carers 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. Local authority: Somerset

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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. 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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