Childminder

Childminder

Unique reference number (URN): 2810112 Registered with Ofsted: 21/11/2024 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 Strong standard

Children make rapid progress from their individual starting points. They communicate confidently, express their ideas clearly and use rich vocabulary during play. For example, they talk about sea creatures, discuss what vegetables need to grow and revisit recent outings through imaginative play. Children apply early mathematical knowledge as they count, compare, solve simple problems and use mathematical language naturally throughout the day.

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Achievement Strong standard

Children demonstrate growing independence. They confidently manage everyday routines, make choices about their learning, persevere when tasks become more difficult and solve problems for themselves. They remain engaged in activities and take pride in their achievements.

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Achievement Strong standard

Children receiving additional support participate fully alongside their peers and make sustained progress towards their individual targets. They confidently join group activities, communicate with others and access the curriculum successfully. Children settle quickly, develop secure relationships and gain the knowledge, skills and confidence that prepare them well for the next stage in their education.

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Children's welfare and wellbeing Strong standard

Children's welfare and emotional wellbeing are central to the setting. Children develop warm, secure relationships with the childminder and confidently seek comfort and reassurance, when they need it. The childminder responds sensitively to children's individual needs, helping them manage changes to routines and settle quickly into play. As a result, children feel emotionally secure, develop confidence and enjoy their time at the setting.

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Children's welfare and wellbeing Strong standard

Children develop healthy lifestyles through nutritious meals, regular outdoor play and daily physical activity. They talk about the healthy food they bring from home. They confidently manage routines, such as washing their hands and using cutlery. The childminder adapts care to meet individual needs. Children with specific dietary requirements enjoy suitable alternatives so they can participate fully in shared mealtimes alongside their friends.

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Children's welfare and wellbeing Strong standard

Children enjoy spending time outdoors, where they care for vegetables, pretend to cook in the mud kitchen, climb, balance and use hammers carefully to build and construct. These experiences develop their physical skills, confidence and independence. Effective supervision, secure sleeping arrangements and well-established hygiene routines help children remain safe and secure.

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Curriculum and teaching Strong standard

The curriculum is ambitious and prepares children to become confident communicators, independent learners and curious explorers. The childminder's planning is responsive to children's interests, providing them with rich learning opportunities that continue to build on their learning. The childminder ensures that learning develops progressively across all areas of the early years foundation stage.

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Curriculum and teaching Strong standard

Teaching is consistently purposeful. For instance, children count together during snack time, while they wait for toast to cook. This supports children's mathematical understanding while developing their listening and attention skills. Children are supported to share the butter and spread it on their toast. The childminder helps children to develop their independence and praises them often for their achievements. For example, children find their shoes in the basket and put them on to get ready to go into the garden. Adults routinely extend children's vocabulary through conversations, stories and singing and encourage children to explain their thinking through open-ended questions. First-hand experiences are used effectively to deepen children's learning. Children discuss visits to farms, train journeys and local places, making links in their learning through imaginative play. This allows them to apply what they

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Curriculum and teaching Strong standard

have learned and make meaningful connections across the curriculum.

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Inclusion Strong standard

The childminder identifies children's individual needs promptly and works closely with parents and carers, alongside other professionals, to ensure that children receive the support they need at the earliest opportunity. She uses her knowledge of each child to adapt activities, routines and interactions so that all children can participate successfully in everyday experiences. Individual support plans are reviewed regularly with parents, enabling a quick response as children's needs change. The childminder has a clear understanding of how additional funding will be used to remove barriers to learning and support children's continued progress.

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Inclusion Strong standard

The environment is organised carefully so that children with differing needs are included fully in all aspects of daily life. Individual learning targets are broken down into manageable steps and teaching is adapted to help children achieve success. For example, children who are less confident are encouraged to join in with familiar songs and group activities. This gives them the reassurance and time to participate alongside their friends. Carefully planned interactions, consistent routines and close partnership with parents help children develop confidence, communication and independence. As a result, children engage in shared play, build positive relationships with their peers and make sustained progress from their starting points.

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Inclusion Strong standard

The childminder ensures that every child feels valued. Learning is shaped around their interests, experiences and individual stage of development. She works closely with parents to understand what is important to each child. She uses this knowledge to create meaningful learning opportunities that motivate children to participate and succeed. This thoughtful, responsive approach helps reduce barriers to learning and ensures that all children are included and contribute confidently to the life of the setting.

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Leadership and governance Strong standard

The childminder has an accurate understanding of the provision's strengths and priorities for improvement. She uses regular reflection to improve children's experiences. Weekly discussions with her co-childminder are used effectively to review children's learning, evaluate progress and adapt the curriculum, environment and daily routines in response to

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Expected standard

children's changing interests and needs. For example, improvements to the outdoor area and changes to quieter afternoon routines have enabled children to benefit from richer learning experiences throughout the day.

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Expected standard

Professional development is purposeful and leads to meaningful improvements in practice. Following training to strengthen approaches to supporting children's behaviour, the childminder reflected on her practice with her co-childminder and embedded consistent strategies across the setting. As a result, children receive clear, consistent support that helps them develop positive relationships and engage confidently in daily routines. The childminder continually evaluates the impact of new learning and adapts practice, where it improves children's experiences.

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Expected standard

Parents and carers speak highly of the support and communication they receive. They value the close partnership with the childminder and contribute regularly to their children's learning at home. The childminder also works effectively with other professionals and local organisations to support children's development. For example, regular visits to a local retirement home provide meaningful opportunities for children to build relationships across generations and extend their understanding of the wider community. This reflective and collaborative approach ensures the curriculum continues to evolve while maintaining high aspirations for every child.

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Behaviour, attitudes and establishing routines Expected standard

Children understand the routines of the setting and respond positively to the childminder's calm and consistent approach. They move confidently between activities, help to tidy resources and manage everyday routines independently. Clear expectations, familiar routines and gentle reminders help children understand what is expected of them. Children see photos of themselves in the childminder's home, and are supported to understand that they belong. This motivates children to attend regularly.

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Behaviour, attitudes and establishing routines Expected standard

Children receive sensitive support to recognise and express their emotions. Adults adapt their approach to meet individual needs. This means all children can take part in daily routines and play. They use consistent language, reassurance and visual prompts where needed. For example, when disagreements arise over toys, the childminder encourages children to take turns, explain how they feel and think about the feelings of others. Children respond positively and are developing an understanding of kindness and respect.

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Behaviour, attitudes and establishing routines Expected standard

Children engage well in activities, and enjoy learning alongside their friends. Some children continue to rely on adult support to regulate their emotions and manage their behaviour during play and everyday routines. They do not yet apply these skills consistently without adult guidance. Strengthening children's independence in managing their emotions will help them participate more confidently in learning and play.

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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 arrive happily and quickly settle. They have warm, secure relationships with the childminder, who knows them well as individuals. They confidently choose activities, explore the inviting learning environment and seek reassurance from trusted adults, when they need it. The childminder joins children's play naturally, listens carefully to their ideas and builds on them through meaningful interactions. As a result, children feel safe, valued and develop a secure sense of belonging.

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

Children benefit from a curriculum that reflects their interests while broadening their understanding of the world. They eagerly investigate sea creatures during water play, noticing differences between them and learn new vocabulary through conversations with the childminder. They care for vegetables in the garden, talk about what plants need to grow and revisit these experiences through imaginative play. Visits into the local community are thoughtfully revisited through role play and discussion. This helps children make links in their learning. Throughout the day, the childminder extends children's thinking through purposeful conversations and carefully chosen questions. This enables children to express their ideas with increasing confidence.

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

Children demonstrate independence throughout the day. They confidently wash their hands, choose healthy foods, collect their lunch trays, pour drinks and use cutlery independently. The childminder encourages children to think for themselves, persevere when tasks become more difficult and find solutions together. Children play cooperatively, show consideration for one another and celebrate each other's achievements. Those who need additional support receive carefully planned help that enables them to participate fully alongside their friends.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:15 - 17:30

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Facts and figures used on inspection

As a result, children make sustained progress from their starting points and develop the knowledge, skills and confidence that prepare them well for the next stage of their education.

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Next steps

The childminder should continue to strengthen children's independence in recognising and managing their own emotions and behaviour, so they increasingly resolve minor disagreements and regulate their feelings with minimal adult support.

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About this inspection

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

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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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