Childminder

Childminder

Unique reference number (URN): 2827357 Registered with Ofsted: 07/03/2025 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 Expected standard

Overall, children are making steady progress across all seven areas of learning. They demonstrate positive levels of attention and concentration, and show genuine excitement in their learning. This supports the development of their positive attitudes, which helps to prepare them well for their eventual move on to school. Children are developing their independence skills. For example, they are beginning to dress themselves, use the toilet independently, and make choices about where and how they want to play. Children's early mathematical and literacy understanding are developing well. They count in sequence, show a good grasp of shape, and engage with concepts of capacity and volume through everyday play.

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Achievement Expected standard

Children show an interest in books. They study them closely and turn the pages to explore the pictures. This shows their emerging understanding of reading and writing. Children with special educational needs and/or disabilities, and those who experience barriers to their learning, achieve well. This is due to the effective support they receive and the close collaboration between the childminder, parents and other professionals.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically helps children to understand their day as she reminds them sensitively about routines. This helps to support calm transitions. She uses visual timetables and objects to help those children who cannot yet speak to know what is coming next. For example, at toileting times, she shows younger children a nappy and uses a picture card to remind older children to use the toilet. Children willingly respond well to this approach.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages high expectations and is a positive role model. She speaks to children respectfully, using simple, clear language to support their understanding. Children respond positively to her, smiling and babbling back in a conversational way. Children engage in simple routines, such as snack time and tidying away toys. This helps them begin to understand daily expectations and develop their independence. Children play generally well alongside others and are starting to show care and empathy at a young age. The childminder encourages this by reminding them about taking turns when using resources. She gives children the words they need to help them begin to recognise feelings and emotions.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely and flexibly with parents and carers to promote regular attendance. She offers flexibility to parents where possible, which helps them to plan their working day effectively. This supports continuity in children's learning and helps them settle into familiar routines.

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Children's welfare and wellbeing Expected standard

Children enjoy a close relationship with the caring childminder. They are happy and settled in her care. Children reach out to her for reassurance, guidance and cuddles, which are given instantly. The childminder takes time to understand children's individual needs, including sleep routines and feeding. She works closely with parents and carers to get this right. This helps to ensure that daily care practices are consistent and meet children's needs.

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Children's welfare and wellbeing Expected standard

Children benefit from consistent routines that support their health and hygiene. They begin to know about personal care. For example, the childminder talks with them about the importance of handwashing. The childminder supervises children closely during mealtimes. She encourages children to feed themselves and helps them when they need it. She successfully creates a social time, which helps them to develop appropriate eating habits. The childminder provides parents with information about healthy food choices and the importance of a balanced, nutritious diet.

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Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities for physical activity, both indoors and outdoors. They enjoy frequent opportunities to enhance their physical skills during outings to the park or on walks in the local community. The childminder is mindful of children's privacy and dignity during personal-care routines. She follows appropriate hygiene procedures and ensures that children feel comfortable.

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Curriculum and teaching Expected standard

The childminder has developed an ambitious curriculum where she plans to meet children's needs and interests. She shows consideration for children's interests to help them settle into her home and sustain their attention. The childminder builds on what children know and can do. She regularly assesses children's development and learning to adapt her activities, interactions and resources. For example, the childminder adjusts her language in line with children's age and stage of development, such as using simple words for younger children, and longer sentences for older children. She also models, repeats and emphasises sounds clearly to support children to use the correct pronunciation. The childminder has implemented visual prompts to support less confident communicators. She narrates, asks questions and models new vocabulary. However, on occasion, the childminder does not consistently give children enough time to think and respond to her questions. As a result,

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Curriculum and teaching Expected standard

children are not always able to articulate their feelings verbally.

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Curriculum and teaching Expected standard

The childminder prioritises building on children's communication and language skills, such as through purposeful experiences in the community. She regularly meets with other childminders at an allotment where children learn to grow and harvest fruit and vegetables. They also develop friendships with children they will move on to school with. The childminder takes children on nature walks, where she teaches children about different insects and trees. This helps children to develop an understanding of the world around them.

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Inclusion Expected standard

The childminder ensures that all children are valued and welcome in her setting. She typically gets to know children and their families well so that she can sensitively support their needs. As a result, all children participate fully and confidently in every part of the day. The childminder assesses the needs of children from the start and uses this to monitor their progress closely. She uses her findings to build on children's individual learning needs and regularly shares vital developmental information with families and other professionals. This communication and collaborative approach typically supports children who may experience barriers to their learning, including children with special educational needs and/or disabilities, to make appropriate progress from their starting points.

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Inclusion Expected standard

The childminder understands how to adapt her provision to ensure that all children's needs are met. She works hard to support families to receive the help and support that they need. Additional funding is used thoughtfully to purchase resources that directly address individual children's developmental priorities. This includes resources for physical and sensory development. The childminder works with relevant specialists when needed and promptly implements their advice.

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Leadership and governance Expected standard

The childminder regularly reflects on her practice and environment to ensure it meets the ever-changing needs of children. Overall, she demonstrates a clear understanding of her provision, where children are supported to learn and develop appropriately. For example, she has developed sensory spaces and natural resources to give children an opportunity to reflect and relax if they become overwhelmed. However, the childminder does not place the same sharp focus on evaluating her own professional development. Although she completes all mandatory training, she does not always consider additional ways to enhance her own knowledge and the positive impact this will have on her teaching.

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Leadership and governance Expected standard

Relationships with families are effective and respectful from the start. They promote the development and emotional wellbeing of children. The childminder instigates appropriate means of communication with parents and carers regarding children's routines and progress. Parents acknowledge the positive impact the childminder has on the entire family with the support and information that she provides. Relationships with other professionals are supportive. Children with special educational needs and/or disabilities benefit from a collaborative and multi-agency approach to supporting their needs. This enables them to make appropriate progress from their starting points.

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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 are safe and secure in the childminder's home. They have a real sense of belonging. Children enjoy choosing what they would like to play with. The childminder follows children's interests regularly to build on their knowledge, skills and understanding. For example, when children show an interest in musical instruments, she provides these opportunities consistently. Children also develop their mathematical understanding through activities and everyday conversations. For example, children learn the names and properties of different shapes while exploring shape sorters. They also receive regular encouragement from the childminder to persevere in finding the correct space for the shapes. As they sort different coloured wooden blocks, children count how many they have in each colour. They show interest and concentration during activities, demonstrating positive attitudes towards their learning.

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

Children develop a love of books. They listen to stories, independently explore their favourite story books and join in with familiar actions and songs. Children receive support based on their needs. For example, the childminder works with parents and carers to adapt routines to help children to settle in. She implements appropriate resources to support children's speech development. Children make positive progress from their starting points. They also enjoy participating in purposeful experiences in the local community. This helps children to develop real-life experiences.

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

Children play well together and have developed close relationships with one another and with the childminder. They consistently behave well and show courtesy and respect. Their good manners are encouraged, and their well-developed social skills support both their readiness for school and their future relationships. The childminder recognises each child's individuality and identifies when additional support is needed to ensure they make expected

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00 progress for their age. As a result, children with special educational needs and/or disabilities, and those who face barriers to their learning, do well in her care.

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About this setting

The childminder monitors children's attendance closely. She understands and shares with parents and carers the positive impact that regular attendance and punctuality has on children's learning, wellbeing and their ability to adjust to the routines they will follow when at school.

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Next steps

The childminder should ensure all children have sufficient time and opportunity to develop and practise their communication skills during activities. The childminder should evaluate her knowledge and skills, in order to access appropriate professional development programmes and support her to enhance the quality of her teaching further.

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About this inspection

The inspector spoke with the childminder and the children during the inspection. She took account of the written feedback from parents.

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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. Local authority: Wakefield

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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. 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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