Childminder

Childminder

Unique reference number (URN): 2803010 Registered with Ofsted: 11/11/2024 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 Strong standard

Children make strong progress from their starting points across all areas of learning, benefiting from inclusive provision that values their individual backgrounds, strengths and unique rates of development. Experiences reflect children's interests, enabling them to gain the essential knowledge and skills needed for their next stage. Parents highlight how much children have grown in self-assurance since joining the setting.

p.2

Achievement Strong standard

Children build a rich vocabulary through conversations, stories and everyday interactions. They express their ideas and needs with increasing clarity, while enthusiastically joining in with familiar songs, repeated phrases and group discussions. These experiences strengthen their listening and social skills, helping them engage positively alongside adults and peers.

p.2

Achievement Strong standard

Throughout their play, children demonstrate impressive stamina, autonomy and problem- solving abilities. For instance, after bathing and drying toy dolls, they sustain deep engagement as they dress them, patiently mastering complex tasks, such as zips on cardigans.

p.2

Achievement Strong standard

Children explore resources independently, make confident choices and take genuine pride in their achievements. Consequently, they develop high levels of curiosity, resilience and positive attitudes that prepare them exceptionally well for future learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder establishes structured daily routines and clear positive boundaries, giving children a strong sense of predictability and purpose throughout the day. Through her supportive guidance and high standards, she helps children cultivate enthusiastic attitudes toward learning, alongside the confidence, emotional strength and social capabilities required for when they eventually start school.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder maintains a joyful and peaceful setting where children feel safe, grounded and eager to explore. She actively teaches kindness and cooperation, helping children learn to share and take turns. When small disputes occur, the childminder steps in quickly and thoughtfully using clear, simple language to guide children toward solving problems themselves.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder tailors her behavioural expectations and daily routines to each child's individual stage of development, ensuring that every child receives the tailored support needed to understand positive boundaries, participate fully and navigate transitions with ease. This inclusive approach creates a harmonious environment where children show genuine consideration for others, share happily and thrive together.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder seamlessly embeds opportunities for independence into the daily routine. She empowers children to take responsibility for themselves and assist their peers, whether they are gathering their belongings, clearing away toys or preparing for mealtimes. For instance, children take pride in setting the table for snack time and handing out water bottles to their friends. The childminder supports children to show great determination when tackling new challenges, taking pride in their achievements and cheering on their friends during play. Understanding the vital role that positive habits play in long-term learning, the childminder implements clear procedures to promote regular attendance and punctuality.

p.2

Children's welfare and wellbeing Strong standard

The childminder places children's welfare and emotional wellbeing at the heart of everything she does. She fosters a safe, inclusive and nurturing setting where every child feels truly valued and secure.

p.3

Children's welfare and wellbeing Strong standard

Health, safety and emotional needs are prioritised through clear, effective routines that are carefully tailored to reflect each child's unique home experiences. Strong partnerships with families ensure that settling-in periods are flexible, helping children feel confident, understood and at ease from the very start.

p.3

Children's welfare and wellbeing Strong standard

Healthy living is embedded into daily routines through practical, engaging learning experiences. Children learn vital personal hygiene skills, such as washing their hands before and after eating, brushing their teeth daily and taking pride in self-care. The childminder actively encourages healthy habits by keeping children hydrated and involving them in the garden allotment, where they sow vegetable seeds, care for the growing crops and harvest the fresh produce to eat. Mealtimes are relaxed and social occasions, allowing children to enjoy nutritious meals while practising independence and making healthy choices.

p.3

Children's welfare and wellbeing Strong standard

Warm, attentive interactions underpin the childminder's approach to emotional development. She empowers children to identify and express their emotions using visual aids, mirrors, stories and simple language, so every voice is heard. By listening attentively, providing gentle reassurance and treating each child with deep respect, she builds strong trusting attachments. Her consistent encouraging guidance helps children grow in resilience and self-assurance and grow a lasting sense of belonging.

p.3

Curriculum and teaching Strong standard

The childminder designs and delivers a well-sequenced curriculum that systematically builds on what children already know and can do, drawing thoughtfully on their personal interests and experiences. For example, knowing a child has a keen interest in farm animals, the childminder arranges a trip to a local farm. Children now confidently discuss these shared real-world experiences alongside using targeted vocabulary such as 'hay bale'.

p.3

Curriculum and teaching Strong standard

Teaching places a strong, deliberate focus on communication and language. The childminder enriches children's vocabulary and comprehension through interactive and diverse stories, rhymes and rich back-and-forth conversations. Children demonstrate impressive recall as they share books, eagerly repeating familiar words and phrases. Throughout the day, the childminder introduces high-level descriptive language such as 'shivering', expanding children's spoken vocabulary in context.

p.3

Curriculum and teaching Strong standard

Early mathematics is embedded seamlessly into daily routines, play and real-world exploration through age-appropriate direct teaching. During play with scales, children actively explore concepts of mass, balance and volume. They ask 'how does this work?' and

p.3

Expected standard

compare which side is heavier as they count objects into the trays. Similar spatial and quantitative concepts are reinforced during dough activities, where the childminder models sharing, explains how to use moulds and discusses concepts such as too much.

p.4

Expected standard

Furthermore, the childminder continuously checks children's understanding and adapts practice swiftly to consolidate foundational learning before introducing new concepts. As a result, children develop a deep mastery of core skills, giving them the resilience and enthusiasm needed to tackle more complex challenges.

p.4

Inclusion Expected standard

The childminder uses familiar routines and suitable strategies to help children feel calm, relaxed and confident in taking part. She closely monitors children's learning and identifies gaps effectively. Her support helps children make progress, particularly if delays are identified.

p.4

Inclusion Expected standard

The childminder recognises each child's individual needs. Before children start, she works with parents and carers to gather information about their starting points, dietary requirements and interests. She uses this information to plan effectively so that children feel included, secure and settled.

p.4

Inclusion Expected standard

Although no children with special educational needs and/or disabilities currently attend, the childminder supports children who need additional help. She understands how to make referrals and who to contact for further support. She also shares relevant, up-to-date information with parents, so they understand their children's progress.

p.4

Inclusion Expected standard

Through ongoing assessment, observation and discussion with parents, the childminder identifies and monitors emerging gaps in children's learning and development. Generally, she understands the procedures to follow if concerns arise, including when to seek advice from external professionals. However, she recognises that further professional development is needed to strengthen her knowledge of specialised learning strategies for children with more complex or emerging developmental needs.

p.4

Leadership and governance Expected standard

The childminder has a suitable understanding of the strengths of her provision and generally demonstrates a positive commitment to continuous professional development. She works collaboratively with other local childminders to share ideas and support her overall wellbeing.

p.4

Leadership and governance Expected standard

The childminder is reflective in her approach, she demonstrates the capacity to improve her practice further. She maintains her mandatory training and recognises the importance of continually developing her skills for the benefit of the children. However, the childminder is yet to focus her professional development on strengthening her knowledge of supporting children with special educational needs and/or disabilities. Consequently, professional development is not always targeted sharply enough to build on her skills and ensure that all children, including those who may require additional support, achieve the best possible outcomes.

p.4

Leadership and governance Expected standard

Partnerships with parents and carers are effective. The childminder maintains regular communication, sharing detailed information about children's learning alongside practical advice and ideas to help parents support children's next steps at home. Parents speak highly of the childminder's warm, home-from-home setting, praising her compassionate approach and personalised care. For example, the childminder works closely with parents to establish consistent approaches to toilet training and to develop children's independence in preparation for school. Overall, these effective partnerships promote continuity in children's care, learning and development.

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.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 thrive in this warm, welcoming and highly nurturing environment. They develop strong and secure bonds with the childminder, which gives them the emotional security and confidence they need to explore with enthusiasm. Children feel valued, safe and deeply cared for, knowing their voice and ideas are heard.

p.6

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

Communication and language development are central to the setting. The childminder enriches children's vocabulary through meaningful, continuous conversation, shared stories and well-placed questions. As a result, children become articulate, confident communicators who use language effectively to negotiate, share ideas and solve problems during play.

p.6

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

The curriculum extends well beyond the setting, offering rich real-world experiences. Children regularly explore their local community, whether developing social skills at local toddler groups, learning about animals at the city farm or discovering how food grows at the allotments.

p.6

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

Behaviour is highly positive. Children build warm relationships with one another, demonstrating kindness and consideration. They naturally look out for their peers, such as helping to tidy away a friend's belongings without prompting. Children cooperate, take turns and approach their learning with immense curiosity, becoming deeply engrossed in their chosen activities and eagerly joining in with familiar stories. Consequently, all children make strong progress from their starting points.

p.6

Next steps

The childminder should seek out targeted professional development opportunities to deepen her expertise in tailored intervention strategies, ensuring that she is fully prepared to support a broader range of individual needs should they arise.

p.6

About this inspection

The inspector spoke with the childminder, parents, 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

About this setting

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

p.7

Facts and figures used on inspection

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

p.7

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.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.8

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.8

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.8

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.8

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