Childminder

Childminder

Unique reference number (URN): 2812472 Registered with Ofsted: 11/02/2025 Registers: EYR

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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

Generally all children, whatever their starting points, achieve well. This includes children with special educational needs and/or disabilities and other vulnerable children. Children recognise and begin to name different animals they see, such as 'bird' or 'duck'. They show interest in different weather conditions. Children sing along to number songs and begin to learn how to count. They explore different shapes and being to learn names of shapes. Young children learn how pull themselves up and balance. They learn how to manipulate objects as they develop secure small muscle control. Children learn how to play with others and build positive relationships. These skills provide a secure foundation for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive behaviour of children well. She uses effective techniques, such as distraction methods for younger children. The childminder praises children when they behave well and this reinforces positive behaviour. She adapts her strategies to meet the needs of children with special educational needs and/or disabilities (SEND) and other vulnerable children.

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Behaviour, attitudes and establishing routines Expected standard

Children are enthusiastic about learning and actively explore their environment. They ae curious about objects, for example younger children observe, hold and move toys to find out about them. They show delight when they learn about cause and effect as they tip shapes out of buckets and exclaim 'oh!!'

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Behaviour, attitudes and establishing routines Expected standard

Children show kindness as they offer pretend ice-creams to others as they play. They begin to develop simple problem-solving skills as they work out how to put scoops of pretend ice - cream on to cones. They learn how to relate positively to others through joint play, for example while playing outdoors at the park. Children enjoy attending and this is actively promoted by the childminder. She explains to parents how regular attendance supports children's progress and helps to prepare them for school.

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Curriculum and teaching Expected standard

Generally, the curriculum is widely varied and linked well to children's needs and interests. The childminder makes any necessary adjustments to curricular activities to meet the needs of children with special educational needs and/or disabilities and other vulnerable children. She prioritises children's personal and social development, communication and language and physical skills effectively. For instance, the childminder ensures that children have ready access to a broad variety of books to support their language and literacy skills. She reads stories to children in engaging tones and ensures that pauses to listen to children's spontaneous comments. The childminder teaches children new words, such as 'empty', when children tip out the contents of a box. She sings lots of songs and rhymes and children learn new words as they follow the actions.

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Needs attention

The childminder ensures that children have a wide range of opportunities to support their physical development. She ensures that children practise their climbing skills on equipment at the local park. The childminder provides daily opportunities for younger children learn to pull themselves up on low furniture and practise standing on their own. She incorporates mathematics in all aspects of the day, such as during meal times when she counts the number of cucumber slices with children. The childminder sings number songs and rhymes with children and this helps to secure their counting skills well. She teaches them names of different shapes as they play with shape sorters. However, at times, the childminder presents too many options of toys and activities to children and this sometimes distracts children from learning. This means that, occasionally, children do not fully learn how to sustain engagement in activities to build concentration skills.

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Inclusion Expected standard

The childminder successfully identifies and addresses any gaps in learning for the children. She uses regular ongoing observations and the statutory two-year-old progress check to track development of children. Where gaps are identified, the childminder readily adapts activities to meet the needs of children with special educational needs and/or disabilities (SEND) and other vulnerable children. For example, she places indoor toys at low elevation levels to support the needs of children who require extra support in their physical development. The childminder also ensures that she provides extra time for outdoor physical activities to support their needs further. This has had a positive impact on children's physical skills and consequently, improved progress. When needed, the childminder guides parents toward external health professionals, such as local doctors or health visitors for further support.

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Inclusion Expected standard

The childminder understands the importance of working closely with parents and others involved in the life of children with SEND and other vulnerable children. She ensures regular communication and exchange of information to promote best outcomes for children.

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Children's welfare and wellbeing Needs attention

The childminder does not consistently follow safer eating practices. At times, food provided to children is not prepared in a way that appropriately considers their age and developmental stage and reduces potential choking risks. This means that the childminder does not consistently promote children's welfare. Overall, the childminder carries out effective checks covering different areas of her home to reduce the risk of hazards. For instance, she checks that all rooms, toys and resources are safe and suitable for children's use. The childminder ensures that children are seated securely and supervised closely during meal and snack times. She provides a well-balanced diet that meets the needs of children with special dietary requirements. The childminder ensures that children have daily opportunities to rest and that this is safely and suitably accommodated. She carries out regular checks on children while they sleep to protect them from harm.

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Children's welfare and wellbeing Needs attention

The childminder provides emotional reassurance to children when needed to help them to learn to manage their emotions. For example, children sit snuggly on her lap whenever they need to. This helps to provide gentle, comforting reassurance to children. She provides hugs and warm care to children which helps to build secure, close bonds between the child and the childminder. The childminder adapts routines where necessary to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children.

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Leadership and governance Needs attention

The childminder works successfully with parents. She provides daily updates on children's progress and activities in effective ways. For instance, the childminder sends parents pictures of children involved in daily activities with notes on their progress through secure messaging applications. She talks with parents each day to exchange information to promote best outcomes for children. The childminder understands the value of working together with parents in areas, such as weaning and toilet training, to support children's development.

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Leadership and governance Needs attention

Overall, the childminder is keen to keep her skills and knowledge up to date. For instance, she reads regular newsletters on early years matters sent by the local authority early years department. The childminder exchanges ideas and information on best practice with other childminders. However, she has not targeted specific areas for development relevant to her needs such as knowledge of safer eating practice.

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Leadership and governance Needs attention

Generally, the childminder spends time reflecting on her practice and sets relevant goals to build ongoing improvement. She ensures that she maintains an effective work life balance. For instance, the childminder takes annual holidays to spend time with family.

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

The childminder is inconsistent in ensuring that fruit proportions are suitable for children. This means that she is not fully promoting children's welfare. Generally, children are safe, settle well and have close, caring relationships with the childminder. New children feel secure as the childminder reflects their home care routines in her practice. For example, children feel reassured by familiar sleep routines and comfort toys. They feel valued as the childminder interacts warmly with them, for example through soft eye contact and warm smiles. Children and their families are welcomed by the childminder and this supports children's sense of belonging effectively.

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About this setting

Children, including those with special educational needs and/or disabilities and other vulnerable children, are happily involved in activities which are often linked to their interests and needs. They learn about the world around them. For instance, children learn about nature as the childminder teaches them about ducks when they visit the local pond. She teaches them about different types of weather and seasons when out on daily walks. Children gain secure creative skills. They enjoy using play dough to make three-dimensional models. Children practise using different tools to knead, roll and cut the play dough which supports their small muscle skills. They draw freely with brightly-coloured pens and enjoy water play activities. Children play together well and learn to get along with their peers when they visit local playgroups. Children are keen to attend and do so regularly. The childminder motivates regular attendance by informing parents of planned activities and how this will

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About this setting

support children's progress. All children, whatever their starting points, make secure progress and learn useful skills in preparation for their next stage of learning.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following action by the assigned date:

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Action Completion Date

Extend knowledge on safer eating to ensure that food is consistently prepared in suitable ways to fully promote children's welfare. 01/09/2026

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About this inspection

The inspector spoke with the childminder and children. She considered comments from 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. Unique reference number (URN): 2812472

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About this inspection

Operating hours: Monday,Tuesday,Wednesday : 08:00 - 18:00

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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

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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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