Childminder

Childminder

Unique reference number (URN): 2799380 Registered with Ofsted: 11/09/2024 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 Strong standard

All children show high levels of curiosity for new experiences and sustain long periods of engagement in activities that interest them. Their communication and language skills are well embedded, with younger children developing emerging vocabulary and older children extending their range of expressive words. Their understanding of the planet and the wider universe is impressive. During a reading session, they confidently discuss what Earth looks like from space. They are kind and polite, and play cooperatively with one another. Children of all ages navigate the setting with ease. Younger children guide the childminder to where their personal belongings are stored for self care, while older children inform staff when they are going to the bathroom independently. They are very comfortable seeking help from the trusted childminder.

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Achievement Strong standard

Children demonstrate a healthy relationship with food, developing a taste for a wide range of options. They talk confidently about the benefits of protein for helping them grow muscles, and carbohydrates for giving them energy. They build warm, trusting relationships with the childminder and their peers. Children are attentive to each other's needs and are always ready to help. For instance, when children struggle to pick up a play basket, their friends swiftly join to help with the task. Curriculum delivery occasionally misses spontaneous learning opportunities. However, the childminder's enthusiastic teaching approach enables children to build high levels of self-esteem and achievement, which consistently outweigh these occasional gaps in practice. All children are on course to meet their developmental targets in preparation for progressing to the next stage of their learning journey.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is kind and gentle, and shares warm, trusting relationships with children. She consistently models positive behaviour for children to imitate and sets high expectations for all ages. As a result, children demonstrate calm dispositions and the ability to regulate their emotions. For example, during group reading, children take turns to speak, listen carefully to one another and confidently share their views. Consequently, children feel valued, show high levels of engagement and thrive in their learning. The childminder understands the importance of consistent attendance in helping children establish healthy routines that support their future success. She diligently monitors attendance and promptly speaks with parents and carers if any concerns arise.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has consistent, age-appropriate expectations of children. Children are routinely reminded of the setting's rules and, as a result, develop excellent behaviour and show respect for each other. Every child participates in tidying the playroom, learning to look after their toys and respect their environment. They demonstrate secure awareness of safety and quickly report concerns, such as a broken door on the play-kitchen cupboard. The childminder praises their vigilance, strengthening their sense of achievement and belonging.

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Behaviour, attitudes and establishing routines Strong standard

British values are intrinsically woven into the daily routine. Children embrace the concept of democracy and are accustomed to making group decisions. For instance, they choose the menu for the day and vote by raising their hands. They accept the majority decision and are praised for reaching an amicable outcome, which helps them feel valued and motivates them to eat well. Similarly, children select activities and resources from a carefully planned range based on their next steps. They develop a solid foundation for mutual respect and tolerance, supporting their personal development and preparing them to become responsible future citizens.

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Children's welfare and wellbeing Strong standard

The childminder is highly attuned to each child's individual needs. Her warm, caring approach ensures children's well-being is consistently prioritised. She quickly recognises when a child needs emotional support and responds with sensitivity. For example, she noticed a teary child who felt overlooked during tidy-up time, encouraged them to express their feelings and offered a fair solution by allowing them to lead the next task. She explained this decision to other children, boosting the child's self-esteem and encouraging a sense of community spirit in everyone. This helps all children to develop deeper understanding of inclusion, fairness, empathy and teamwork.

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Children's welfare and wellbeing Strong standard

Children form secure, trusting relationships with the childminder, her co-childminder and the assistant. These strong attachments enable children to seek comfort confidently. For instance, an upset young child approached the childminder, who immediately offered reassurance and checked whether they needed rest. After a short sleep, the child returned calm and ready to re engage. The childminder has a robust understanding of safer sleep guidelines and has established consistent sleep routines for all ages.

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Children's welfare and wellbeing Strong standard

Children enjoy nutritious home-made meals and healthy snacks. They talk confidently about the benefits of protein and carbohydrates, showing an emerging understanding of healthy growth. The childminder and her team embed safe eating practices throughout the setting. Food is cut into small pieces, staff position themselves to maintain clear oversight, and children are reminded to take small bites to reduce choking risks. Children are also aware of their peers' allergies and remind one another how to keep everyone safe. This reflects a well embedded culture of care and responsibility among children.

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Inclusion Strong standard

The childminder has a naturally inclusive approach to her practice. She is highly respectful of the home routines that new children bring to the setting. She works closely with parents and carers to help them adjust seamlessly to the new environment. Consequently, parents report that their children settle quickly and build close, secure relationships with the childminder. The childminder has a deep understanding of observing and assessing children to identify emerging needs. She devises well-considered plans based on their individual interests. Although there are no children with special educational needs and/or disabilities currently attending, the childminder has a secure understanding of how to seek external support and work collaboratively with parents to remove any barriers to learning. Parental partnership is highly effective, they are included in all decision-making and are active participants in helping children extend their learning so they rapidly meet their next steps.

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Inclusion Strong standard

The childminder purposefully designs her curriculum to promote children's respect for nature. For example, when children find a spider, she supports them to carefully and safely capture it and release it in the garden. Children of all ages take part in garden bird-watching

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Expected standard

activities to map out birds that are endangered, for instance. The childminder works with them to devise a range of activities and build resources that attract different birds to the setting's garden. This highly focused approach helps all children develop a secure sense of connection with nature and respect for the world they are part of. The childminder consistently plans each activity with resources that support every child's development needs and effectively reduce barriers to learning. As a result, children are highly confident and motivated to engage in all learning opportunities.

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Curriculum and teaching Expected standard

The childminder purposefully designs her curriculum to meet each child's individual next steps. For younger children, she prioritises the development of their foundational skills in communication and language, physical development, and personal, social and emotional development. She plans activities and experiences that prepare older children effectively for their transition to school. As a result, early walkers move around the setting safely and show growing confidence in their social and communication skills. Older children demonstrate age-appropriate independence, curiosity for learning and confidence when sharing their ideas during group activities.

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Curriculum and teaching Expected standard

The childminder teaches children how to manage risk and promotes safety through purposeful interactions in daily routines. For example, when a child rides a toy car, she reminds them to drive safely, follow simple 'driving rules' and look out for pedestrians. Children respond positively, using the horn to alert others of their presence. The childminder promotes children's personal safety and privacy, supporting even the youngest children to develop independence in their personal care and an early understanding of how privacy helps keep them safe.

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Curriculum and teaching Expected standard

The childminder skilfully weaves mathematical concepts into children's play. Children explore similarities and differences in minibeasts and talk about shapes and sizes. They engage in rich conversations during reading time, about family holidays. However, when children discuss experiences they have not yet had chance to take part in, such as the theatre, this is not explored further. The childminder acknowledges that she needs to be more attentive to these moments and, on reflection, recognises the value of developing creative ways to extend children's learning. This would further strengthen the quality of her inclusive curriculum and elevate it to a higher standard.

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Leadership and governance Expected standard

The childminder communicates with parents and carers daily and keeps them well informed about their children's progress. She carries out observations and assessments and carefully plans children's next steps in learning. Parents receive regular updates, including progress checks and transition reports. Parents are highly complimentary of the childminder for her consistent communication. As a result, they have full confidence in the provision and feel reassured about the quality of care and learning their children receive. Although the setting does not currently have children attending with additional needs, the childminder has secure knowledge of how to identify emerging needs and how to obtain external professional support when required. She benefits from excellent guidance from experienced colleagues and her local authority's dedicated early years team. This ensures children receive timely support to help them make progress in their age-related

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Leadership and governance Expected standard

development. The childminder is less familiar with early years pupil premium funding, for children facing particular disadvantage and relies on the expertise of colleagues for her knowledge in this area. She recognises that independent research and professional learning will strengthen her understanding. The childminder is generally reflective about her practice and has identified child development as an area in which she wishes to build more secure knowledge.

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Leadership and governance Expected standard

The childminder has excellent working relationships with other childcare professionals and with any assistants she may work with. For example, the childminder supports the practice of assistants, promoting their understanding of children's communication and language development. For instance, the childminder promotes using clear, purposeful language to develop children's communication, and using scientific vocabulary to name different parts of the body. The childminder is thoughtful in guiding the continuous professional development of any assistants she may work with.

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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 in this setting receive warmth and kindness from the childminder, enabling them to settle quickly and separate from their parents and carers with confidence. Even children who have recently joined adapt with ease. On arrival, children choose from a selection of breakfast options, with some preferring to wait for friends before eating. Older children help to prepare the environment with their preferred resources, engaging in purposeful conversations with one another and the childminder. As a result, children develop safe, secure attachments and feel emotionally supported.

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

There are currently no children on roll facing barriers to learning. The childminder demonstrates secure knowledge of how to make purposeful adjustments to the environment and curriculum so all children continue to progress well. Children access a well resourced playroom, the garden and a quiet room where they can enjoy calm, restful time. From a young age, children learn empathy and an understanding of others' needs. Consequently, children of all ages play cooperatively. They remain attentive to their peers; for example, when a child struggles to lift a toy basket, others promptly join in to help. This strengthens their sense of accomplishment and develops essential teamwork skills.

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

Children show a strong love for the outdoors and the natural world. Nature walks prompt curiosity as they spot dragonflies and ladybirds, leading to further exploration of similarities and differences between minibeasts. The childminder extends this learning by encouraging children to investigate which insects inhabit the garden's bug hotel. Older children speak enthusiastically about bird watching and recall the birds visiting the feeder station. Children demonstrate respect for small creatures; when they find a spider, they help the childminder safely capture and release it into the garden.

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

The childminder maintains effective communication with parents through daily feedback and updates on children's next steps. She shares ideas for extending learning at home, supporting children's progress towards their targets. Attendance is prioritised to establish

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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About this setting

Local authority: Enfield secure routines for future learning. Parents describe having a bank of resources from the setting to help embed learning at home. Those with children transitioning to school appreciate the collaborative approach between the setting, home and schools. As a result, children are socially, emotionally and physically well prepared for the next stage of their learning journey. Children's uniqueness is celebrated through meaningful events, including themed birthday activities linked to their interests.

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Next steps

The childminder should consider further professional development to help her recognise more spontaneous teaching moments to further enhance children's learning. The childminder should extend her knowledge about additional funding to target and further enhance children's learning experiences, for those who may be eligible.

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About this inspection

The inspector spoke with the childminder and children 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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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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