Childminder

Childminder

Unique reference number (URN): 2834658 Registered with Ofsted: 30/04/2025 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 generally make secure progress from their individual starting points. They demonstrate confidence and enthusiasm as they engage in activities and apply previous learning through their play and everyday experiences. Children develop the knowledge and skills they need for future learning. They use their communication and language skills throughout the day and show increasing independence as they manage routines and make choices.

p.2

Achievement Expected standard

During the inspection, children confidently followed established hygiene routines, independently accessing the nose-wiping station and disposing of tissues appropriately. This demonstrated their growing independence and ability to apply what they had previously learned. Children show curiosity as they explore their environment, engage in activities that interest them and make decisions about their play. They remain engaged in activities and make independent choices about what they would like to do. As a result, children are generally developing the skills and knowledge needed for the next stage in their learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear and consistent routines that help children to feel safe, secure and confident throughout the day. Daily routines are well embedded and support children to understand what is expected of them. For example, during snack time, children independently followed established routines, washing their hands before sitting together at the table and remaining seated while eating. Children used this time to talk about their day and discuss activities they had enjoyed, demonstrating their familiarity with expectations and routines.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents and carers to promote positive attendance. She understands the importance of children attending regularly so they can benefit from the curriculum and establish secure routines. The childminder monitors attendance and follows up any concerns appropriately, supporting children's continuity of learning and wellbeing.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive behaviour through warm and respectful relationships and age-appropriate expectations. She acts as a positive role model, using praise and encouragement to help children develop confidence, resilience and positive attitudes to learning. Children generally move calmly between activities, demonstrate familiarity with routines and engage positively with the experiences on offer. They receive encouragement to make choices and develop increasing independence through everyday experiences. However, the childminder does not consistently promote opportunities for children to engage in cooperative play and shared learning experiences. As a result, children do not have consistent opportunities to develop the skills needed to work together, share ideas and build relationships with their peers.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder provides sensitive support to promote children's emotional wellbeing, enabling them to feel secure and ready to learn. Children are beginning to recognise and express their feelings; however, strategies to help them further develop their understanding and management of emotions are not yet fully embedded. As a result, children typically participate confidently in daily routines and the experiences provided.

p.2

Children's welfare and wellbeing Expected standard

The childminder places children's welfare and wellbeing at the centre of her practice. She creates a safe and nurturing environment where children feel secure and valued. Robust risk assessments and well-established daily routines support children to learn how to manage risks appropriate to their age and stage of development. The childminder promotes children's health and wellbeing effectively through well-managed routines and positive interactions.

p.3

Children's welfare and wellbeing Expected standard

The childminder encourages positive hygiene practices, healthy eating and regular opportunities for physical activity. This helps children to develop healthy lifestyles. For example, children enjoyed bread they had made the previous day as part of a healthy snack, alongside a choice of fruit. The childminder sits with children during snack time, role modelling healthy eating habits and promoting positive social interactions. She uses routines and familiar cues, such as a tidy-up song, to support children with transitions throughout the day. Younger children receive support by observing and following older children, who act as positive role models during routines and activities.

p.3

Children's welfare and wellbeing Expected standard

The childminder is attentive to children's individual care needs. She works closely with parents and carers to ensure she understands and meets these. Warm and responsive relationships help children to develop emotional security and confidence. During the inspection, children readily seek comfort and reassurance from the childminder, demonstrating that they feel safe, secure and well supported in her care. This enables children to explore, play and learn in a supportive environment. The childminder maintains positive partnerships with parents and communicates effectively about children's care and wellbeing. This helps to provide continuity between home and the setting.

p.3

Children's welfare and wellbeing Expected standard

The childminder keeps her knowledge up to date through ongoing professional development. This generally ensures children continue to benefit from a safe and caring environment that supports their overall wellbeing.

p.3

Curriculum and teaching Expected standard

The childminder has developed a broad curriculum that supports children's learning across all areas of development and reflects their interests, as well as their stages of learning and development. She knows children well and uses observation and assessment effectively to identify what they know and can do, informing the experiences she provides. For example, having identified children's effective understanding of number, she provides additional extension through one-to-one mathematical activities. This encourages children to solve increasingly complex number problems and extend their mathematical thinking. The childminder plans opportunities for children to revisit their previous learning. This helps them to build on their knowledge, skills and understanding over time.

p.3

Curriculum and teaching Expected standard

Teaching is purposeful and responsive. The childminder uses effective questioning, conversations and modelling to extend children's language, thinking and understanding as they play. She uses everyday routines and spontaneous learning opportunities to reinforce children's learning and encourage them to apply their knowledge in meaningful contexts. Children generally receive encouragement to investigate, explore and make choices. This supports their curiosity, confidence and independence. For example, after noticing a child's interest in transporting objects, the childminder organised the outdoor environment to support this emerging schema by providing resources, such as wheelbarrows. This enables children to engage deeply in their chosen play while developing their physical skills, problem-solving abilities and understanding of the world around them.

p.3

Curriculum and teaching Expected standard

The learning environment is organised thoughtfully, with resources accessible at children's height. This supports children's independence, enabling them to make choices, follow their interests and take increasing ownership of their learning. As a result, children typically benefit from a curriculum that builds on what they already know and supports them to make progress in their learning and development.

p.4

Inclusion Expected standard

The childminder is committed to creating an inclusive environment where every child is welcomed, valued and supported. She knows children and their families well. The childminder gathers detailed information from parents and carers before children start. She uses this information to identify children's individual needs, interests and starting points. Ongoing observations and assessments help the childminder to monitor children's development and identify where additional support or intervention may be required. As a result, children generally receive support that reflects their individual needs and circumstances.

p.4

Inclusion Expected standard

The childminder works in partnership with parents and, where appropriate, other professionals to ensure children receive consistent support that meets their individual needs. She adapts routines, interactions and learning experiences to reflect children's interests, abilities and stages of development. For example, when children experience changes in their home circumstances, the childminder works closely with parents to adjust routines and provide additional emotional support to help them settle and feel secure.

p.4

Inclusion Expected standard

The childminder adapts activities to ensure all children can participate successfully. For example, she adapts an activity with scarves through providing varying levels of support and extending children's learning. This enables children of different ages and stages of development to engage, follow instructions and join in confidently. In the main, children access the curriculum and make progress. Positive relationships, well-established routines and a nurturing environment typically help to reduce barriers to their participation. This enables children to feel included, develop confidence and engage in their learning.

p.4

Inclusion Expected standard

Children are generally encouraged to make choices, develop resilience and participate in all aspects of the provision. The childminder seeks opportunities to develop her knowledge through professional development. This helps to strengthen her inclusive practice and ensure children continue to receive appropriate support to meet their individual needs.

p.4

Leadership and governance Expected standard

The childminder is committed to continuously improving the quality of her provision and maintaining up-to-date professional knowledge. She engages in relevant professional development, including recent training to enhance her understanding of supporting children with special educational needs and/or disabilities. The childminder keeps up to date with changes to statutory guidance, such as updated safer sleep recommendations and generally ensures her practice reflects current requirements. The childminder works effectively with parents and carers and other professionals, where necessary, to support children's welfare and development.

p.4

Leadership and governance Expected standard

The childminder knows children and their families well. She generally develops positive partnerships with parents and carers. The childminder maintains effective communication and values parents' contributions to their children's learning and development. This includes providing families with support packs on topics, such as potty training, welcoming a new sibling and transitioning to pre-school. Parents speak highly of the childminder's care and support. They describe her as flexible, nurturing and responsive to their children's needs, and report that their children have made progress since attending the setting.

p.5

Leadership and governance Expected standard

The childminder works effectively with other professionals where appropriate. She has established positive relationships with local pre-schools to support children's transitions and promote the sharing of relevant information. The childminder reflects on her practice and seeks opportunities to develop her knowledge through training, professional discussions and engagement with the wider childminding community. She also gathers some feedback from parents to help inform her practice. However, she does not consistently use this feedback to help her to identify strengths and areas for development, and further strengthen the quality of the provision.

p.5

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.6

Register

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

p.6

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

Children are happy and settled in this welcoming home-from-home environment. They develop warm and trusting relationships with the childminder, who knows them well. Children benefit from a calm and nurturing space where they feel safe, secure and valued. They confidently engage in a broad curriculum that reflects their interests and supports their learning across all areas of development. The childminder has a secure understanding of children's individual interests, patterns of play and developmental stages. This helps her to plan meaningful experiences that build on what children already know and can do.

p.6

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

Children develop their communication and language skills, curiosity and growing independence through meaningful everyday experiences and routines. For example, children explore flowers and herbs grown in the garden, while creating potions in the mud kitchen, investigating different scents and textures. The childminder builds on children's interests by extending their learning indoors through a flower game and conversations about pollination using toy bees.

p.6

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

Children confidently make choices, explore their environment and enjoy opportunities to revisit and build on their previous learning. This helps them to deepen their understanding over time. Positive interactions encourage children to think, communicate and develop confidence as they play. Children benefit from regular access to books, stories and opportunities to engage in meaningful conversations. This supports their language development and enjoyment of literacy.

p.6

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

Children receive opportunities to learn about the world around them, such as through community experiences. This includes visits to the library, local groups and activities that support their transitions to pre-school. Well-established routines support children to develop healthy lifestyles, independence and an understanding of how to keep themselves safe.

p.6

About this setting

Register(s): EYR, CCR, VCR Children's individual needs are well understood because the childminder works closely with parents and carers to provide a consistent approach to their care, learning and development. For example, she provides 'learn at home' bags to support families with children's development, including potty training and adapting to a new sibling. As a result, children enjoy their time in the setting and are well prepared for the next stage of their learning.

p.7

Next steps

The childminder should further develop opportunities for children to engage in cooperative play and shared learning experiences, helping them to work alongside others, take turns and develop positive relationships with their peers. The childminder should build on her existing reflective practice, such as by making more consistent use of feedback from parents and carers, to help identify strengths and areas for further development within the provision. The childminder should continue to develop and embed strategies that support children's emotional wellbeing, enabling them to recognise, express and manage their feelings with increasing confidence and independence.

p.7

About this inspection

The inspector spoke with the childminder during the inspection.

p.7

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. Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 17:30

p.7

Facts and figures used on inspection

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

p.8

Exceptional

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

p.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

Urgent improvement

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

p.9

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.9

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.9

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.9

Urgent improvement

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

p.9

Urgent improvement

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

p.9