Childminder

Childminder

Unique reference number (URN): 2798325 Registered with Ofsted: 14/08/2024 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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Achievement Expected standard

Children generally make suitable progress across the early years foundation stage from their individual starting points. Younger children develop communication as the childminder narrates play and introduces vocabulary during familiar experiences. In the role-play kitchen, children open cupboard doors, select pots and spoons, pretend to cook and name foods. This extends language, imagination and understanding of everyday routines.

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Achievement Expected standard

Children develop physical control as they handle utensils, fit lids onto containers and move resources purposefully. They increasingly make choices, communicate their needs and complete simple tasks independently. Those with emerging communication or additional needs participate through visual prompts, simple language and experiences adapted to their stage of development.

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Achievement Expected standard

Children typically play alongside others, follow familiar expectations and begin to share and take turns. These age-appropriate communication, physical, social and self-care skills help children access the wider curriculum and prepare them for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder generally establishes clear expectations and familiar routines that create a calm and welcoming environment. She uses a gentle tone, simple language, praise and modelling to help children understand acceptable behaviour. Responsive relationships enable children to feel emotionally secure and seek reassurance confidently.

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Behaviour, attitudes and establishing routines Expected standard

Younger children typically show interest in their play and persevere when tasks are difficult. They repeat actions, practise emerging skills and share their achievements with the childminder. She allows them time to attempt tasks independently before providing limited support. This helps young children manage mistakes and try again.

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Behaviour, attitudes and establishing routines Expected standard

Expectations reflect children's ages, development and individual circumstances. Younger children receive reassurance and redirection, while older children are given time and language to communicate when overwhelmed. Visual prompts, sensory resources and calm spaces help children regulate their emotions. Phrases such as 'my turn' and 'your turn' introduce sharing and collaboration.

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Behaviour, attitudes and establishing routines Expected standard

The childminder adapts routines for children experiencing emotional or developmental barriers. She promotes regular attendance and consistent routines through discussions with parents and carers. Unexplained absences are followed up, reasons are recorded and recurring patterns are monitored. Consequently, children generally settle into routines and develop positive attitudes towards learning.

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Children's welfare and wellbeing Expected standard

The childminder generally oversees children's welfare and provides nurturing care that reflects their individual needs. Flexible settling-in arrangements and exchanges with parents help her maintain care, feeding and sleep routines. Children form secure attachments and seek reassurance.

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Children's welfare and wellbeing Expected standard

Children are supervised carefully while eating. The childminder faces them, remains able to see and hear them and checks that food brought from home is prepared in a suitable size and texture. She understands allergies, cross-contamination and the action required if a child experiences a reaction. Sleep arrangements are adapted to children's needs. Children use suitable cots or individual mats, are checked every 10 minutes and can be heard between checks.

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Children's welfare and wellbeing Expected standard

Children generally develop independence by accessing water, feeding themselves, using a cup and attempting dressing tasks. The childminder introduces oral health through model teeth and toothbrushes and encourages nutritious food. However, conversations do not consistently explain why toothbrushing and nutritious foods benefit children's bodies. Consequently, children's understanding of healthy choices remains less developed.

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Children's welfare and wellbeing Expected standard

The childminder adapts care for children experiencing emotional, communication or developmental barriers. Simple language, visual prompts, sensory resources, predictable routines and calm reassurance help children express and regulate their emotions, participate in daily experiences and develop emotional security.

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Curriculum and teaching Expected standard

The childminder generally understands what she wants children to learn and reflects on the quality of her curriculum. Following training and self-evaluation, she has moved away from predominantly adult-led themes. Planning now responds more closely to children's interests, observations, starting points and identified next steps.

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Curriculum and teaching Expected standard

The curriculum gives suitable priority to communication and language, personal, social and emotional development and physical development. For instance, young children's interest in animals is extended through interactive books, songs, small-world resources, dough activities and related sounds. Bubble play introduces action words, comparative language and large physical movements. These experiences help children make connections across different areas of learning.

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Curriculum and teaching Expected standard

The childminder typically models skills, narrates play and introduces new vocabulary while allowing children time to respond. She develops early mathematical understanding through colour naming, size comparisons, shape exploration and stacking activities. Experiences such as manipulating dough, using cutters, turning book pages and operating interactive toys develop younger children's hand control.

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Curriculum and teaching Expected standard

Assessment helps the childminder identify what children know and need to learn next. She adapts her approach for those with emerging communication or additional needs through visual prompts, simple language, sensory experiences and responsive interactions. Consequently, children with different starting points can participate and progress through the curriculum.

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Inclusion Expected standard

The childminder generally promotes an inclusive environment. She identifies children's individual needs through observations, assessment and detailed discussions with parents and carers. She gathers information about children's starting points, monitors their progress and identifies emerging gaps. This helps her adapt experiences and respond to children's changing needs.

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Inclusion Expected standard

Children with special educational needs and/or disabilities receive support that reduces barriers to participation and their learning. The childminder's previous experience informs her use of picture cards, visual timetables, objects of reference, additional processing time and interest-led experiences. She also adjusts routines and provides physical or sensory activities to help children regulate their emotions and engage in learning.

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Inclusion Expected standard

In the main, the childminder typically works with parents and seeks advice from the local authority early years and special educational needs services. She signposts families when children experience delays in communication or aspects of behaviour. Children's progress is monitored while families access further advice.

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Inclusion Expected standard

Children facing other barriers, including bereavement, family changes or emotional distress, benefit from familiar routines and adjusted expectations. The childminder understands how funding can reduce barriers for disadvantaged children. The childminder understands the importance of working with families and relevant professionals.

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Leadership and governance Expected standard

The childminder generally understands the quality of her provision. She takes responsibility for the day-to-day running of her provision. In the main, she evaluates practice through observations, parental feedback, discussions and advice from the local authority. Following reflection and training, she moved away from predominantly adult-led planning to responding to children's emerging interests and gives them time to investigate resources, repeat experiences and practise skills.

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Leadership and governance Expected standard

The childminder typically makes decisions that reflect children's individual circumstances. Overall, she works closely with parents and carers and the local authority early years team when children experience barriers. She understands early years funding and helps families access available funding. Resources, including books, musical instruments, bubble machines and interactive toys, are selected in response to younger children's interests and developmental needs.

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Leadership and governance Expected standard

Professional learning has improved the childminder's understanding of how children learn and develop. As a result, she allows children more time to explore, repeat experiences and practise skills. She adapts routines for children with special educational needs and/or disabilities. Visits from an early years adviser help her reflect on the impact of these changes on children's care and learning. She manages her own wellbeing and workload through forward planning, professional support and links with other childminders.

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Leadership and governance Expected standard

Parents value messages, photos and discussions about children's care and general progress. However, the childminder does not consistently share identified next stages or practical home-learning activities. Consequently, parents are not routinely equipped to extend learning at home, reducing continuity. Visits to playgroups, children's centres, parks, shops and cafés help children and families engage with their community.

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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 happy, settled and eager to explore. They develop secure relationships with the childminder and confidently return to her for reassurance, praise and shared enjoyment. Flexible settling-in arrangements reflect children's individual routines and help them feel at home. In the main, parents and carers contribute information about their children's care, interests and experiences. This helps children feel safe, welcomed and valued.

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

Children typically enjoy varied experiences based on their interests. They catch and blow bubbles, play an African drum, explore animal sounds and listen to familiar stories and songs. Children hear words such as 'big', 'small', 'open' and 'close' and are given time to respond. They increasingly use words, actions and gestures to express themselves and make progress from their starting points.

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

Children generally sustain attention and persevere when tasks are difficult. They attempt to remove their socks, replace lids and manipulate dough. The childminder offers only the help needed, enabling children to experience achievement and develop independence. Children select resources, access drinking water and practise feeding themselves. These communication, physical and self-care skills help prepare them for their next stage of learning.

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

Children learn alongside others and begin to practise sharing and turn-taking in ways that reflect their age and development. The childminder adapts her approach when children experience emotional or developmental barriers, helping them to remain included and participate in available experiences.

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

Children broaden their understanding through visits to playgroups, children's centres, parks, shops, cafés and soft-play venues. They meet other childminders and children, which generally develops their social confidence and understanding of their community. Children benefit from familiar routines, and the childminder promotes regular attendance through ongoing discussions with parents. Consequently, children typically behave appropriately.

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Next steps

The childminder should support children to develop an age-appropriate understanding of the benefits of healthy eating and how nutritious foods support their health and growth. The childminder should consider ways to involve parents and carers more consistently in home learning.

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About this inspection

The inspector spoke with the childminder 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:00 - 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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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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