Childminder

Childminder

Unique reference number (URN): 2827949 Registered with Ofsted: 26/02/2025 Registers: EYR, CCR

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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 develop the knowledge and skills they need for the next stage in their learning. Younger children grow in confidence as they explore independently and begin to join in with activities alongside older children. For example, children who initially seek reassurance gradually become confident to participate in songs, stories and group activities.

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Achievement Expected standard

Children communicate confidently and readily share their ideas. They talk about healthy and unhealthy foods, ask questions, solve problems through games and use new vocabulary during stories and conversations. Children become increasingly independent through everyday routines as they make choices, manage their personal care and develop positive attitudes to learning.

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Achievement Expected standard

Children benefit from regular experiences within their local community. Daily walks to school and visits to local playgroups help them become familiar with new environments and prepare them for smooth transitions. As a result, children develop the confidence, communication and social skills needed for a successful start at school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear routines and consistent expectations for behaviour, helping children to feel secure, understand what is expected of them and behave well. She recognises the importance of regular attendance and works with parents to encourage good attendance, following up children's absences and responding flexibly to the changing needs of families.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well because they feel secure and know what is expected of them. The youngest children gain confidence from the childminder's warm reassurance as they start the day. Children enjoy sharing songs, stories and play together. Older children are kind and considerate, naturally encouraging younger children to join in and helping them feel included.

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Behaviour, attitudes and establishing routines Expected standard

Daily routines are well established. The childminder is calm, organised and responsive, helping the day to flow smoothly. Children confidently help to prepare for outings, collecting the items they need before excitedly getting ready to go to the park for a picnic lunch. They move happily between activities and understand the familiar routines of the day with very little prompting.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes towards their play and learning. They eagerly join in with familiar stories, cooperate during imaginative play and take turns during games and shared activities. They remain engaged as they create prints with paint, confidently make requests and proudly share their work. These experiences help children develop self-confidence, consideration for others and increasing independence.

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Children's welfare and wellbeing Expected standard

Children's emotional and physical wellbeing are promoted through the childminder's warm, nurturing relationships and attentive care. She knows children well and responds sensitively to their individual needs. Younger children receive reassurance when they need it and quickly become confident to explore, play and interact with others.

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Children's welfare and wellbeing Expected standard

Children sit together at the table at snack time, where they help themselves to fresh fruit and enjoy conversation. They share, take turns and count the pieces of fruit as they serve themselves. Children are kind and polite, using 'please' and 'thank you' naturally as they chat together. They discuss whether foods are healthy and unhealthy and enjoy sharing their ideas and experiences. The childminder has embedded toothbrushing into the daily routine, helping children develop healthy habits. Children gleefully join in with the familiar song as they brush their teeth.

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Children's welfare and wellbeing Expected standard

Children typically enjoy regular opportunities to be physically active through woodland walks, visits to local parks and daily walks to school. These experiences support children's physical wellbeing while encouraging curiosity, confidence and enjoyment of the outdoors. As a result, children are happy, secure and develop a sense of belonging.

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Curriculum and teaching Expected standard

The childminder provides a broad range of enjoyable experiences that support children's learning and development. She knows children well and plans enjoyable experiences that reflect children's interests and support the prime areas of learning. Children enjoy singing, stories, imaginative play, creative activities and games that encourage them to communicate, solve problems and develop physically.

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Curriculum and teaching Expected standard

The childminder is caring, responsive and engaging. She joins children in their play, introducing new vocabulary, asking questions and modelling language clearly. The childminder listens to children's ideas, repeats emerging language using correct words and extends conversations to support communication and language development. Children develop a love of books, songs and rhymes. They eagerly join in with familiar stories and role play. For example, they enthusiastically stomp around the room as they act out the story of a bear hunt.

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Curriculum and teaching Expected standard

The childminder understands children's next steps and adapts her teaching to provide reassurance, encouragement and challenge as children learn. However, the curriculum is not yet planned precisely enough to build consistently on what children already know and can do. As a result, learning does not always build progressively across all areas of children's development.

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Inclusion Expected standard

The childminder creates an inclusive environment where children are valued as individuals and encouraged to take part in all aspects of the day. She knows children well and adapts activities to reflect their interests, abilities and stages of development so that everyone can participate successfully. Younger children receive sensitive reassurance to help them develop confidence. For example, they slide onto her lap as she sings before gradually becoming confident to join in with others. Older children learn to show kindness, cooperate and include younger children in their play.

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Inclusion Expected standard

Children, including those with special educational needs and/or disabilities and those facing barriers to learning, are supported to access all activities. The childminder makes thoughtful adjustments so that all children can reach resources and participate fully. She provides encouragement so that children develop confidence and independence at their own pace. She uses additional funding effectively to develop the outdoor area and improve opportunities for physical play.

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Inclusion Expected standard

The childminder promotes respect for others through stories, discussions and everyday interactions. Children enjoy books that explore differences and similarities. They eagerly take turns to lift the flaps, join in with familiar stories and talk about what makes people unique. These shared experiences help children develop respect for one another and understand that everyone is valued. The childminder works closely with parents to understand children's individual circumstances and provide consistent support. As a result, children develop a sense of belonging and participate confidently in all aspects of the setting.

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Leadership and governance Expected standard

The childminder is committed to providing a welcoming, caring and inclusive environment where children feel safe, valued and happy. She develops positive relationships with children and their families, helping children to settle well. She shares information with parents and carers through daily conversations and on an app. Parents say that they value the care their children receive. They appreciate the regular communication and the opportunities their children have to visit local parks and woodland.

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Leadership and governance Expected standard

The childminder has established daily routines that support children's wellbeing and development. She spends additional funding wisely, for example, to enhance opportunities for sensory play and improve the outdoor environment. She demonstrates a clear commitment to meeting children's individual needs and ensuring that all children are included, particularly those with special educational needs and/or disabilities and children with barriers to learning.

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Leadership and governance Expected standard

The childminder has an understanding of individual children's needs, which is reflected in her warm interactions and inclusive practice. However, her leadership knowledge is not yet sufficiently well developed to drive ongoing improvement. As a result, leadership and governance do not consistently support ongoing improvements to the provision.

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

Children are happy, safe and well cared for in this welcoming childminding setting. They arrive confidently, settle quickly into familiar routines and enjoy warm, responsive relationships with the childminder. Children develop a sense of belonging because they know they are valued and listened to.

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

Children enjoy a wide range of interesting experiences that reflect their interests and encourage them to learn through play. They sing enthusiastically, dress up, play imaginative games, explore stories and enjoy creative activities together. Daily walks, visits to local parks and opportunities to play outdoors help children develop healthy lifestyles while exploring the world around them. Children look forward to attending local playgroups and walking to school, helping them become familiar with their community and preparing them well for future transitions.

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

Children, including those with special educational needs and/or disabilities and those facing barriers to learning, are included fully in the life of the setting. The childminder knows children well and responds thoughtfully to their individual interests, personalities and stages of development. Younger children receive reassurance when they need it and are gently encouraged to develop confidence and independence, while older children enjoy taking on new challenges and developing positive friendships through play.

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

Children enjoy sharing healthy snacks and talking together at mealtimes. They learn about healthy choices and develop positive habits through everyday routines, including regular opportunities to brush their teeth and care for themselves. Children behave kindly towards

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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About this setting

Local authority: Sheffield one another, share resources willingly and are eager to join in activities. As a result, they develop confidence, communication skills and positive attitudes that prepare them well for the next stage in their learning.

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Next steps

The childminder should strengthen her knowledge of the early years foundation stage through planned professional development, so that the curriculum builds more precisely on what children already know and can do. The childminder should implement a planned programme of professional development to extend her leadership knowledge and further improve the effectiveness of leadership and governance.

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About this inspection

The inspector spoke with the childminder, assistants, children and parents 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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