Childminder

Childminder

Unique reference number (URN): EY253306 Registered with Ofsted: 23/05/2003 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children communicate confidently in full sentences. They develop their vocabulary through everyday activities, using words such as 'runny', 'solid' and 'delicious' to describe food and phrases such as 'blue clouds' and 'big tree' when talking about pictures in a book. Children develop their physical skills well. For example, they use their fingers to help prepare food and use chalk to make marks outdoors. During walks, they notice features of the natural world, such as leaves and mushrooms. They also learn where food comes from when they help pick produce for cooking, which supports their understanding of the world.

p.2

Achievement Expected standard

Children develop their independence as they grow in confidence from their starting points. They play alongside one another, show care and consideration for their friends, wait patiently for their turn and wash and dry their hands as part of their daily routine. This prepares them well for their next stage of learning and their transition to school.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has established a positive environment with clear expectations for behaviour. For example, she encourages turn-taking and good manners at mealtimes, including saying 'please' when asking for more food. She reinforces these expectations consistently through reminders and positive role modelling. In addition, the childminder considers children's individual needs and stages of development when supporting their behaviour. She adapts the support she provides to ensure she meets each child's needs appropriately.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children have warm, trusting relationships with the childminder. They confidently seek her out to share achievements and ideas, respond calmly to her reassurance and enjoy her praise. The childminder supports children to collaborate and get along with others. Children show genuine care and consideration for one another during play and daily activities. The childminder understands the importance of attendance and follows up with parents about any absences. This helps to promote children's wellbeing and continuity in their learning.

p.2

Children's welfare and wellbeing Expected standard

The childminder meets children's individual care needs effectively. She carries out hygiene routines, such as handwashing and nappy changing, sensitively and calmly.

p.2

Children's welfare and wellbeing Expected standard

The childminder builds secure, responsive relationships with children. They approach her with confidence, and she responds with warmth and reassurance. For example, she offers comfort when children need it and gives them her full attention when they want to share a book, pointing to pictures and inviting conversation about what they see. This helps children feel safe, settled and involved in their learning. The childminder helps children recognise and manage their feelings, offering calm guidance and consistent care that promotes a strong sense of security so that children feel secure and their wellbeing is supported throughout the day. The childminder supports children's physical development, personal safety and health. She gives children daily opportunities to learn outdoors, including walks, which promote physical activity and help them understand how to stay healthy. The childminder has recently

p.2

Children's welfare and wellbeing Expected standard

introduced activities to teach children how to brush their teeth. This helps children develop their understanding of good oral hygiene and healthy habits. The childminder provides an organic, seasonal and varied diet and encourages children to try and enjoy a range of foods.

p.3

Curriculum and teaching Expected standard

The childminder delivers a curriculum that covers all areas of learning. She shapes the curriculum around children's interests and makes good use of the outdoor environment, helping children grow and pick produce and explore plants during walks. The childminder builds children's vocabulary by modelling language and asking questions during activities. While cooking eggs, she asks children what is happening and encourages them to describe how the egg changes from runny to solid. She reminds them to take care because the food is hot. She also promotes mathematical understanding through puzzles and songs. However, at times, she does not consistently use questions to help children work through challenges independently and sometimes completes tasks for them rather than supporting them to find their own solutions.

p.3

Curriculum and teaching Expected standard

Children confidently select puzzles and use trial and error to work out where pieces fit, developing their problem-solving skills and talking about their thinking. The childminder reinforces learning through songs and counting. She reads with children individually and encourages them to talk about what they can see. Children show growing independence by serving their own food and washing their hands. The childminder supports their physical development as they move confidently across stepping stones. This helps children develop their balance, coordination and confidence in moving their bodies.

p.3

Inclusion Expected standard

The childminder gets to know children's individual needs from the outset. She works closely with parents to gather information when children first join the setting and continues to build this knowledge by observing how children play, talk and interact each day. This helps her identify the support they need to make progress. The childminder has clear expectations for all children and expects them to achieve well, whatever barriers they may face.

p.3

Inclusion Expected standard

The childminder has developed her understanding of how to identify and support children's needs through direct experience. She works closely with parents and liaises with external professionals to agree consistent strategies. This helps children build confidence, settle well and make progress, both at home and in the setting. The childminder monitors children's progress regularly and reviews this with parents, adapting her approach as needed. She has also completed relevant training to deepen her knowledge in this area.

p.3

Inclusion Expected standard

The childminder supports children's health and wellbeing effectively. She agrees appropriate arrangements with parents, follows procedures carefully and monitors children's wellbeing, helping to reduce barriers to their health and development. She keeps her practice up to date through ongoing training and uses what she learns to improve outcomes for children.

p.3

Leadership and governance Expected standard

The childminder has a clear vision for her curriculum. She builds it around children's interests and everyday activities, such as cooking, outdoor exploration and books, so that learning feels natural, engaging and embedded in daily life. She keeps her documentation, policies and procedures accurate and up to date. As a result, she can respond quickly and appropriately to any concerns that arise. The childminder invests in her own professional development and adapts her approach to support children who may face barriers to learning. She provides real-life experiences that help children build their understanding of the world. For example, she encourages them to watch and describe how food changes as it cooks. This ensures that every child, regardless of their starting point, can access and make sense of the learning opportunities she provides.

p.4

Leadership and governance Expected standard

The childminder works closely with parents to support children's learning. She gathers information about children before they start and builds on this through regular sharing of their daily progress. This enables parents to play an active role in their children's learning, reinforce experiences at home and remain informed and confident about their children's care. The childminder manages her workload and wellbeing effectively. She encourages parents to arrive on time while remaining flexible where circumstances allow. This helps her sustain the calm, homely environment that parents value.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children enjoy a warm, home-from-home atmosphere and feel safe, valued and settled throughout their day. Families experience a warm welcome, and the childminder values them as partners. Parents describe the setting as offering the loving, homely care they wanted for their children.

p.5

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

Children show curiosity and enthusiasm as they engage in activities that support their communication, physical and personal, social and emotional development. Children take part in mark-making with chunky chalk, confidently name colours and create marks across the different surfaces they find outdoors, developing their early literacy and fine motor skills. During walks and visits to the open fields surrounding the setting, children learn about the natural world around them. They explore different plants, pick produce for their own lunch, build their confidence outdoors and deepen their curiosity about the world around them.

p.5

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

Children show growing independence throughout the day. They move confidently between indoor and outdoor spaces and understand the routines of their day, which gives them the confidence to try new things. Children use their own toothbrushes and learn correct brushing techniques as the childminder introduces oral hygiene routines. This helps to support their health and wellbeing.

p.5

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

Children have a secure sense of belonging. They form warm, trusting relationships with the childminder and seek her out to share their achievements and ideas. They show consideration for one another, check if a friend is okay and wait patiently for their turn. The childminder follows hygiene routines closely, including handwashing and nappy changing, to keep children safe and well. She supports children to manage their own health and helps them understand the importance of healthy eating through discussions, experiences and a balanced, varied diet.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Next steps

The childminder should make greater use of questioning when children encounter difficulties, helping them develop their own ideas and problem-solving skills.

p.6

About this inspection

The inspector spoke with the childminder, parents and carers and children during the inspection.

p.6

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8