Childminder

Childminder

Unique reference number (URN): 2837894 Registered with Ofsted: 30/04/2025 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

Overall, children are making expected progress across all 7 areas of learning. They typically show high levels of attention and concentration, and they demonstrate excitement in their learning. This supports the development of their positive attitudes, preparing them well for their eventual move on to school.

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Achievement Expected standard

Children develop their independence skills. For example, they begin to dress themselves, use the toilet independently, and make choices about where and how they want to play. Children play cooperatively and share their ideas with one another. For instance, when using the mud kitchen, they begin painting with water on the floor and observe the patterns and marks they create. Children show interest in books, studying them closely and turning the pages to explore the pictures. They immerse themselves in stories and show excitement as they point out animals. This shows their emerging understanding of reading and writing.

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Achievement Expected standard

Children with special educational needs and/or disabilities, as well as those who experience barriers to their learning, achieve well. This is due to the effective support they receive and the close collaboration between the childminder, parents and other professionals.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created secure and supportive relationships with children and their families. She plans daily activities to develop their skills both indoors and outdoors. Children also have time for rest and quieter play. This supports children's engagement, helping them to concentrate and enjoy their learning. The flexibility of the routine ensures it meets the needs of all children, including those with special educational needs and/or disabilities, as well as those who experience barriers to their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands that children need time to process their feelings and benefit from consistent reminders about expectations. She knows how to help children feel secure and creates a calm, supportive environment where children express their needs and wants. For example, children tell her when they no longer want to play outdoors and want to go inside, and when they are finished with an activity. The childminder plans a curriculum that is effective in helping children develop motivation for learning. Sometimes, the questions that the childminder asks impact on their concentration and, on occasions, engagement with activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents. She swiftly follows up on any absences and supports families to establish habits that encourage regular attendance and punctuality. Children build a strong foundation for future learning and the subsequent move on to school.

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Children's welfare and wellbeing Expected standard

Typically, children show that they feel content and confident in the childminder's care. The childminder is knowledgeable about children's home lives and previous experiences. She has a clear understanding of children's needs and plans her support effectively, particularly for those who experience barriers to learning. She understands that during times of change, some children may need additional emotional support to feel secure. She is building a curriculum to broaden children's learning experiences even further.

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Children's welfare and wellbeing Expected standard

The childminder creates a safe learning environment. She remains alert to potential risks and encourages children to assess manageable risks for themselves. As a result, children know how to confidently and safely use play equipment, such as slides and climbing equipment.

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Children's welfare and wellbeing Expected standard

Outdoor play and learning are prioritised, ensuring that children have daily access to fresh air and exercise. The childminder promotes healthy lifestyles by encouraging children to learn about nutritious eating. For example, she plans exciting activities that involve children tasting fruit and vegetables, helping to broaden children's healthy diets. The childminder supports children's good manners and social skills. Overall, children are kind and considerate towards one another, preparing them well for the future.

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Curriculum and teaching Expected standard

The childminder understands child development and plans what she would like children to learn. She plans exciting activities across all areas of learning and development. The childminder typically supports children to develop their communication skills. For example, she provides running commentary when children are playing and reads a variety of books, giving children many opportunities to hear new vocabulary. She pauses when reading known stories, giving children time to fill in the missing words. However, at times, the childminder asks questions that are not relevant. This interrupts children's focus. At other times, she does not give children time to respond to her questions. This means that children do not always develop a clear understanding of the back-and-forth nature of conversations.

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Curriculum and teaching Expected standard

The childminder acts upon advice from other professionals to plan specific activities that ensure all children, including those with special educational needs and/or disabilities, make suitable progress. The childminder works with parents to promote continuity of learning for children. For example, they work together to support children to develop their independence and self-care skills as they start to use the toilet.

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Curriculum and teaching Expected standard

The childminder is clear about what she would like children to learn, and what their individual next steps in their development are. She supports children to develop physical skills, by offering them regular opportunities to run, climb and balance outdoors. They learn simple mathematical words and learn to work together as they play with water and discuss their 'full' and 'empty' containers. These skills benefit children in the next stage of their learning.

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Inclusion Expected standard

The childminder typically creates a welcome and inclusive environment, where children and families feel valued. When children first start, the childminder works closely with families to gain an abundance of information about what children like and can do. This helps her get to know children well. The childminder uses this to support children to settle and to plan their next steps in learning. For example, she gathers information from parents and carers about any other professionals involved with children. She incorporates suggestions from other professionals involved with children into her curriculum.

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Inclusion Expected standard

Parents explain how much progress their children have made since being in the childminder's care. The childminder understands how to support children and families with social care involvement. For example, she works in partnership with other professionals involved in children's care. This helps her to keep children safe and ensure they are well cared for.

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Inclusion Expected standard

The childminder is skilled at reducing barriers to learning for all children, particularly those who receive additional funding. She uses the funding to get resources that are specific to individual children's needs. The childminder supports children's learning both in the setting and at home, and ensures they have access to the full curriculum. For example, she gives parents support with child development and shares strategies for parents to use at home.

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Leadership and governance Expected standard

The childminder evaluates her provision. She understands her strengths and areas for development, and makes meaningful changes where needed. For example, she understands that her current children enjoy imaginative play, and provides open-ended resources to help support this. She engages in professional development to ensure she stays up-to-date with current early years practice.

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Leadership and governance Expected standard

The childminder has many links in the community with other specialists and professionals. She utilises these links to share information and seek advice to ensure she offers consistently high-quality care and education. The childminder has close relationships with the local schools, supporting smooth and effective transitions for children.

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Leadership and governance Expected standard

The childminder regularly engages with parents, listens to their opinions and informs them of how they can support their children's learning at home. For example, she shares favourite action songs and books so that parents can use them at home. Parents and carers are very well supported in their child's development. The childminder provides information to establish a seamless and consistent approach to children's care, learning and development. This approach promotes children's excellent attendance and engagement. She links with settings that children are, or have previously been, involved with, to ensure she provides consistency of care.

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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

The childminder creates a safe and welcoming learning environment. Children benefit from an engaging curriculum that supports all areas of development. They are excited and motivated to join in, exclaiming in joy as they explore new resources and learn about the world around them. The inclusive environment supports children who face barriers to their learning, to be involved. The childminder consistently adapts the environment to suit each child as an individual.

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About this setting

Type: Childminder Children thoroughly enjoy learning outdoors, where the childminder creates a different experience to inside. They benefit from an abundance of exciting outings to further enhance their learning. For example, they attend regular playgroups to support their social and physical skills and confidence in new situations. Additionally, children relish the visits to the local shops and museums to make learning come to life. All children make expected progress from their starting points. Every child is supported at their individual age and stage of development. This enables all children to achieve sustained progress, so they quickly become confident, independent and curious learners.

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About this setting

Children's families are valued and welcomed into the setting. The childminder ensures regular and thoughtful discussions with parents to enable her to be highly reflective of the care and education she offers. The limitless support she gives families and children has a significant positive impact on their wellbeing and their futures. The childminder consistently explores ways to support children's attendance and is flexible and caring in her approach.

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Next steps

The childminder should enhance the curriculum for communication and language to help children develop their conversational skills. The childminder should target her professional development to help enhance the planned curriculum for communication and language.

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About this inspection

The inspector spoke with the childminder and children during the inspection and considered the written views of parents.

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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. Registration date: 30/04/2025

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About this inspection

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

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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

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 .

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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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