Childminder

Childminder

Unique reference number (URN): 2818156 Registered with Ofsted: 22/05/2025 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

Children are making progress across all 7 areas of learning. Children's development is continuously tracked and shared with parents. At age 2, the childminder completes the 2- year progress check on the children. This is shared with parents, and they are encouraged to share this with the health visitor. Children are typically ready for the next stage of learning.

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Achievement Expected standard

Children focus on learning for periods of time and know the daily routines. As the children are getting ready for lunch, children actively join in with music and movement, developing their listening and attention skills. Children join in confidently and know words to some nursery rhymes. Children communicate well and are able to express themselves clearly.

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Achievement Expected standard

Children are independent and show an awareness of their own needs. When outside, children ask if they can go inside to get a drink.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically encourages children to have a positive attitude to learning. She ensures that activities and teaching are appropriate for the age and stage of the children. This ensures that all children can take part in learning. The childminder promotes good attendance at the setting to ensure children develop an understanding of routine. The childminder follows up on any non-attendance with parents and with external agencies, if they are involved with the family.

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Behaviour, attitudes and establishing routines Expected standard

Children have developed secure bonds, not only with the childminder, but also with each other. They are excited to share their experiences and will encourage each other to join in their play. Any disagreements between children are quickly resolved with age-appropriate reminders given to the children.

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Behaviour, attitudes and establishing routines Expected standard

Children show determination with their learning. Children are given their yogurts at lunchtime with the lids attached, which gives the children an opportunity to remove these themselves. Children persist in doing this, and the childminder celebrates their success. Older children know the routine of the setting well. Children come inside from outdoors for snack time, and know they need to wash their hands. However, waiting periods during routine changes are sometimes too long, which leads to younger children losing focus and becoming distracted. Children confidently talk about the process they follow when they wash their hands and correct each other when a step is missed out. The childminder uses consistent praise with the children to develop their self-esteem. As children share toys with their friends, the childminder praises them, explaining how it is kind to share with friends. This helps further develop children's emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Children have a sense of belonging. They will go to the childminder for comfort and support if needed. The childminder has a thorough settling-in process to ensure that children feel secure at the setting. This also allows time to develop relationships with parents and carers. The childminder works in partnership with parents to support toilet training and children's routines. This ensures consistency for children. Hygiene practices are well embedded. Children talk through the processes of handwashing, excited to talk about the individual towels they have for drying their hands. Children benefit from daily outdoor play, as well as outings to the local community. This gives them opportunities to learn about the world around them.

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Children's welfare and wellbeing Expected standard

Children are offered healthy, home-cooked food, and they all sit together to eat in a calm environment. The childminder talks to the children about the food they are eating, and they discuss drinking lots of water as it is good for you. The use of manners is encouraged, and the childminder role models this by saying 'thank you' when she gives the children something. Children are typically encouraged to feed themselves. Younger children are supported with the use of hand-over-hand movements to help develop self-feeding skills. Children are offered the option to rest after meals, and safe sleep procedures are followed.

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Curriculum and teaching Expected standard

The childminder has a clear vision of the curriculum and what she would like the children to know and learn before they leave the setting. Teaching is typically delivered at an age- appropriate level and adapted to meet the needs of individual children. Parents and carers are fully informed of children's learning and next steps. The childminder shares children's development stages with other settings when children leave. This ensures children continue to receive the appropriate level of teaching.

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Curriculum and teaching Expected standard

The childminder regularly assesses children's development and knows what children need to learn next. For example, for those children who speak English as an additional language, she is working on longer sentences and encouraging children to repeat these. Children focus on activities for sustained periods, developing a positive attitude to learning. For example, when playing in the sand, the older and younger children play collaboratively with the insects. The childminder asks children questions and introduces mathematical words, including 'big' and 'small'. She supports an understanding of numbers when children count the spots on the ladybirds.

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Curriculum and teaching Expected standard

Children confidently climb up and down the steps into the garden, developing their physical skills and independence. They have access to the outdoors every day and often go into the local community to explore. The children plant plants in the garden, and the childminder teaches the older children about the importance of watering the flowers, developing their understanding of the natural world.

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Inclusion Expected standard

The childminder gains information from parents and carers when children first start at the setting. This ensures she has a clear understanding of children's starting points. The childminder monitors children's progress regularly. She ensures that children are making steady progress and involves parents in children's learning. The childminder works with external agencies, such as speech and language therapists, to support children's development. The childminder typically adapts the way in which she communicates with children depending on their development stage. For example, when communicating with children who speak English as an additional language, she speaks very clearly when pronouncing words, encouraging children to repeat words back to her. This helps children to develop their communication and language skills.

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Inclusion Expected standard

The childminder teaches children that everyone is different, and this is celebrated. For instance, children are given the opportunity to taste foods from different cultures to support their understanding of others attending the setting. The childminder provides a wide range of resources to ensure the oldest and youngest children's development needs are supported. For example, in the garden, there are 4-wheeled ride-on toys, as well as 2-wheeled scooters. Children are able to choose which one they want, building their independence and resilience.

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Leadership and governance Expected standard

The childminder typically has a clear understanding of her roles and responsibilities. She is reflective on her practice and knows the children she cares for and their families very well. This enables the childminder to create an environment that meets the individual children's needs. The relationships built with families enable good 2-way communication. The childminder shares relevant information with parents and carers, and they speak very highly of the childminder. They state that they feel well supported and know what their children are working on for their next steps.

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Leadership and governance Expected standard

The childminder ensures that all children are making progress. She is confident to speak with parents and external agencies if required. The childminder uses a development tracking system, so she is able to see where children need extra support. She maintains appropriate records on the children and monitors and follows up on children's absences. The childminder accesses local authority training. She keeps her knowledge up to date by accessing information online and speaking with other childminders. She ensures her staff's workload is appropriate. The childminder reflects regularly together with her co-childminder regarding practice. She is aware of and supports the development needs of staff. Overall, the childminder demonstrates a clear understanding of the setting.

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

Children feel safe in this nurturing environment. They are confident to explore and are keen to share their experiences with others. They have daily access to the outdoors. Children

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About this setting

have lots of opportunities to develop their physical skills as they step down from inside to outside and explore the range of ride-on equipment in the garden. Children are independent and very sociable. They engage in a wide range of activities that help build on their knowledge and skills. They show a positive attitude towards learning. The childminder has high expectations of the children's behaviour, and older children show delight in helping the younger children. At mealtimes, the older children help get the bibs ready and hand them to the younger ones, developing positive social skills even further.

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About this setting

Children show great interest in recalling past experiences and activities. They look together with the childminder at photos from outings. They talk about the colouring pages they completed last week and took home with them. This helps develop children's sense of self and awareness of others. The childminder has robust systems in place to ensure that all children, including those who have special educational needs and/or disabilities or who face barriers to their learning, achieve well and make progress from their starting points. Children are suitably prepared for their next stage of learning.

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About this setting

Children have secure relationships with the childminder. She builds trusting, open relationships, and parents and carers speak highly of the care the children receive. Parents are fully informed about their children's learning and their next steps. Children's attendance at the setting is closely monitored and any non-attendance is followed up, ensuring that children are familiar with routine.

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Next steps

The childminder should further enhance daily routines to minimise waiting times between activities.

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About this inspection

The inspector spoke with the childminder, co-childminder, children and 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): 2818156

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:15 - 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

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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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