Childminder

Childminder

Unique reference number (URN): 2810763 Registered with Ofsted: 21/11/2024 Registers: EYR, CCR, VCR

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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 in all areas of development. They communicate with confidence through conversations, ask thoughtful questions, use newly acquired vocabulary and create imaginative narratives within their play. Through these connected experiences, children build essential skills, deepen their knowledge and develop positive attitudes to learning, leaving them well prepared, confident and resilient for the next stage of their educational journey. Children develop a strong sense of self and belonging within the setting and are encouraged to express their wishes and make their needs known in an age- appropriate way. These communications are met with care, consideration and understanding, helping children recognise that they are important, valued and listened to. The childminder's warm, attuned responses further strengthen children's emotional security, supporting them to develop confidence, self-advocacy and trusting relationships that

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Achievement Strong standard

underpin their wider learning and wellbeing.

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Achievement Strong standard

Children excitedly share their achievements and show great delight in their peers' achievements also, clapping when their friend comes down the slide and offering potions made in the outdoor kitchen. They are incredibly engaged in their potion-making and delight in sharing them with their peers as they add flowers to the water. This engagement supports the development of concentration skills while expressing curiosity and keenness in their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a calm, nurturing environment. This atmosphere provides children with a welcoming space that supports their emotional needs, helping them feel safe, secure and ready to engage. When children express their emotions in developmentally appropriate ways, the childminder supports them to articulate their feelings using clear, sensitive language. For example, she says, 'Are you feeling sad or angry because your amazing creation has been broken?' This prompts a discussion about how the child feels and what might help them feel better and leads to supportive guidance as the child rebuilds their creation.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets clear, positive expectations for behaviour while also promoting children's autonomy in resolving conflict. She sensitively guides them to consider others' perspectives and find solutions. For instance, when a child attempts to take another child's stick, she encourages them to talk about why they cannot simply take it and offers alternatives. This approach supports children to develop self-control, emotional regulation and effective conflict resolution skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder actively promotes good attendance and recognises the importance of children attending regularly. She works highly effectively with families to ensure that children benefit from consistent routines and continuity of learning. For example when the children are developing skills in tidying away resources, she provides guidance and strategies to parents, so they can promote this in the home alongside the setting.

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Children's welfare and wellbeing Strong standard

Children develop a deep sense of belonging and thrive within the setting. They are consistently happy, engaged and settled throughout their time here, and the childminder is highly responsive to their needs. She knows each child extremely well and works closely with their families to provide tailored support, drawing on a deep understanding of children's individual personalities, preferences and developmental needs. This attentive, personalised approach ensures that every child feels valued, understood and able to flourish. Children seek out support when needed and are consistently praised for trying something new. The childminder recognises when children are less confident and sensitively encourages them to try new experiences. This provides the children with challenge that builds resilience and develops a growing sense of self-belief.

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Children's welfare and wellbeing Strong standard

Each child recognises the colour-coded items that make them uniquely theirs. At lunchtime, they excitedly shout what coloured plate and bowl is theirs. Children are supported to make healthy choices and are encouraged to keep themselves safe through discussions around germs and why they are washing their hands. Mealtimes are enjoyed together at the dining table, creating valuable opportunities for conversation, while promoting safer eating and healthy routines. The childminder works closely with families to understand each child's eating habits, and discussions take place when children are moving on to trying new textures. Key transitions, such as potty training, are supported and responded to sensitively and are adapted for each individual, for example one child uses steps for the toilet while another prefers a potty.

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Curriculum and teaching Strong standard

The childminder uses her secure knowledge of child development to design an ambitious, well-sequenced curriculum that reflects children's interests and developmental stages. Ongoing reflective assessment enables the childminder to identify children's needs and emerging gaps, allowing her to adapt teaching and the learning environment with precision. As a result, learning is purposeful, and children make rapid and sustained progress.

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Curriculum and teaching Strong standard

The childminder provides high-quality, meaningful interactions and asks pertinent well-timed questions to challenge the children's critical thinking. The childminder uses mathematical language consistently within her practice. This supports the children in their development of understanding number sequences and, as a result, children independently count resources and discuss shapes and sizes within their play. This helps prepare children for their next stage of learning, including being school ready.

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Curriculum and teaching Strong standard

A variety of books are readily available for the children. The childminder supports the transfer of emerging knowledge into the children's play through skilled teaching. For example, the children share a book about spots, and the childminder extends this learning to support them to paint spots in the outdoor painting area using the book as reference. The childminder has a strong focus on extending the children's language by using words such as 'adventurous' when describing their climbing skills while independence is promoted through risky play, with opportunities provided for children to take informed thought-through risks in a safe environment.

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Inclusion Strong standard

The childminder demonstrates a deep commitment to inclusion in her approach. She skilfully adapts the teaching and environment to ensure that any barriers children may face are addressed effectively and gaps in development are identified swiftly. The childminder reflects on and assesses individual progress and works in full collaboration with parents. For example, she finds innovative ways in which to support the children within the potty training stage, where parents have discussed their child's reluctance. The childminder extends support into the home, providing informative newsletters around strategies to support areas of identified needs, recognising that a consistent and committed partnership between home and the setting has the greatest impact on children's development.

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Inclusion Strong standard

The childminder has a thorough understanding of child development and uses this insight to recognise and respond to each child's unique strengths and needs. She builds on what children already know and can do, providing matched support and challenge that enables them to make sustained and meaningful progress. She thoughtfully adapts the curriculum and employs effective strategies to reduce barriers to learning for all children, including those with special educational needs and/or disabilities, children known or previously known to children's social care, and others who may face barriers to their learning or wellbeing.

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Leadership and governance Strong standard

The childminder consistently demonstrates robust and purposeful leadership, modelling high standards of practice and behaviour throughout the setting. Her clear vision and well-defined ethos underpin all aspects of provision, ensuring that the curriculum is embedded meaningfully in daily routines, interactions and learning experiences. She provides her assistants with effective training, ongoing guidance and regular opportunities for reflection, ensuring that they feel supported, valued and able to maintain a manageable workload. Assistants speak highly of the childminder and the positive, nurturing culture she has established.

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Leadership and governance Strong standard

The childminder uses ongoing assessment to evaluate the strengths of the setting and identify areas for further development. She is proactive in implementing changes that enhance children's experiences, ensuring that improvements are purposeful, evidence based and have a clear impact on children's learning and wellbeing. Her reflective approach is strengthened by close partnerships with families, enabling her to respond to children's individual needs with precision and sensitivity.

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Leadership and governance Strong standard

This strong leadership is evident in the calm, emotionally supportive environment she has created, where children feel secure, listened to and respected. Her commitment to inclusion, emotional regulation and autonomy is woven throughout practice, ensuring that every child thrives, makes rapid progress and develops the confidence and resilience needed for the next stage of their learning journey.

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Leadership and governance Strong standard

The childminder demonstrates a deep and genuine commitment to the local community and the families she serves. She builds trusting, respectful partnerships with parents, ensuring that they feel valued, informed and actively involved in their children's learning. Her open, approachable leadership style creates a culture where families feel confident to share concerns, celebrate achievements and work collaboratively with her to support their children's development.

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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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Voluntary Childcare Register requirements

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

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Register

When we check if settings meet the Voluntary 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 flourish in this calm, nurturing environment, confidently showing autonomy and a strong sense of belonging as they move around the setting with ease. They are genuinely excited to be in the setting, independently selecting resources, activities and equipment with

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Inspector:

enthusiasm and curiosity. Children communicate their wishes and needs clearly, and the childminder responds with warm, calm and attuned interactions that reinforce their security and wellbeing.

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Inspector:

Children are eager to show off their achievements, sharing lemon-infused play dough creations with their peers and taking turns sprinkling dried flowers and herbs into it. Children remain engaged for sustained periods of play. They actively seek out their peers to share in their play, while gaining increasing awareness of taking turns with resources and promoting their rights to inform others of their wishes. Children show respect and listen to one another. For example, while painting their faces, some children do not wish to be painted on, the childminder supports the children with their use of language to express this in a kind but informative way and other items to paint are found.

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Inspector:

Children feel a deep sense of belonging within the setting, knowing whose items are whose and helping one another at transitions periods. For example, when the children are coming inside to get changed, they all help to get cleaned up, knowing they have their own coloured cloths. They develop independence and responsibility as they get ready for lunch, taking care of their environment and supporting others, such as kindly helping friends take off their painting top before washing their hands for lunch.

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Inspector:

Children's individuality is consistently recognised and celebrated. The childminder skilfully tailors teaching, experiences and support to reflect each child's strengths, interests, development and starting points. As a result, children receive the right level of support and challenge to make sustained progress, while their unique personalities and lived experiences are valued and nurtured.

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Next steps

The childminder should ensure continued improvement to deliver a transformational impact to children's learning and wellbeing, ensuring that those who may experience barriers receive highly effective, tailored support that enables them to thrive.

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About this inspection

The inspector spoke with the childminder, assistants, parents and carers and children during the inspection.

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About this inspection

We carried out this inspection under section 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. Sarah Asher

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 16:30

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About this setting

Local authority: Nottinghamshire County Council

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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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