Childminder

Childminder

Unique reference number (URN): 2827502 Registered with Ofsted: 08/05/2025 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 Expected standard

Children are suitably prepared for moving on to school. They become confident and independent learners. Children who are moving on to school develop the skills they need. For instance, they develop their concentration and positively interact with others. They learn to complete tasks for themselves.

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Achievement Expected standard

Children who face barriers to their learning make solid progress with the childminder. All children learn how to manage their emotions and feelings. They talk about how they feel and benefit from the strong knowledge of their lives that the childminder has. All children become confident communicators, but opportunities for children to problem-solve and share their predictions are not yet consistently supported.

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Achievement Expected standard

Overall, children progress well in their learning and development. The interactions they receive from the childminder are not yet of a consistently high standard. This means that children are not yet able to make the very most of their learning opportunities.

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Behaviour, attitudes and establishing routines Expected standard

Children keenly ask to take the lead in tasks, such as sweeping up after things spill on the floor. This helps them to learn about taking accountability for their actions and caring for their surroundings. These positive attitudes are also seen in children's engagement in learning opportunities. They enthusiastically invite others to join them as they play outside on the apparatus. Children persevere on more challenging equipment outside and proudly show off their new skills, such as when they are riding bikes.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model, and her praise and enthusiasm spreads to the children. For instance, when they complete artwork, they praise one another, following the childminder's lead. Children build firm friendships with one another. They sit together at mealtimes and talk with one another and the childminder. Sometimes younger children need more support with sharing and turn-taking, but overall, interactions between children are positive and respectful.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate that they feel secure with the childminder, asking her for help when required. They speak to visiting adults and involve them in the games they play, showing that they feel confident in their surroundings. The childminder has highly effective communication with parents. They keep her informed about children's attendance and she speaks to them about the importance of their children attending regularly.

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Children's welfare and wellbeing Expected standard

The childminder provides a safe, welcoming space for children, who are happy and settled and turn to the childminder for comfort and reassurance. Hygiene practices are embedded, and the childminder ensures that children understand why the rules are in place. For instance, she talks to children about the importance of washing their hands to prevent the spread of germs. Children are becoming increasingly independent in managing their own needs, and this is preparing them for their move to school.

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Children's welfare and wellbeing Expected standard

Children who face barriers to their learning, or do not attend frequently, quickly learn to understand what the childminder expects from them. Occasionally, they need support to understand the routines in place or when things will happen. They respond positively to the childminder's guidance about this and quickly busy themselves with something else that interests them as they wait for the next part of the day.

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Children's welfare and wellbeing Expected standard

The childminder's extensive knowledge of the children who attend generally helps her to respond rapidly to children's changing needs and circumstances. She works closely with families, and this positive communication enables her to provide inclusive support to the children and their families.

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Curriculum and teaching Expected standard

The curriculum is tailored around children's interests and needs and is relevant to children, even when they only attend for short periods of time. The childminder follows the children's interests well, adapting what is on offer to keep them motivated and engaged. Children build on their existing knowledge and skills consecutively. The childminder understands the importance of children securing their knowledge before moving on to something new. Overall, activities and learning opportunities are tailored and inclusive. These opportunities meet different children's needs and developmental stages so that they progress well.

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Curriculum and teaching Expected standard

The childminder generally adapts her interactions to provide appropriate support for a range of different ages. For instance, she encourages younger children to explore the texture of the paint they use as they develop their hand muscles. Older children talk about the pictures they create and explore colour mixing. Sometimes, the childminder provides too much instruction, instead of allowing children time to think and explore for themselves and talk about what they find. Consistent opportunities for children to make predictions and extend their own learning are not yet fully embedded. Further focused professional development would support the childminder to adapt her interactions in the moment and help children to strengthen their learning further.

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Inclusion Expected standard

The childminder ensures that all children feel valued and included at her setting. For instance, she speaks to children in English and in their home languages to help them celebrate their achievements in a variety of ways. She checks children's knowledge in both languages. This helps children to make secure connections between the different languages they learn. The childminder is aware of children's emerging and changing needs thanks to her accurate assessments of their progress. Her assessments build on previous reviews of children's progress to provide a comprehensive overview of their learning so far. Overall, she adapts the learning opportunities on offer to provide tailored learning experiences to typically meet each child's needs.

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Inclusion Expected standard

The childminder generally provides effective support for children who face barriers to their learning and those who have emerging needs. She works closely with parents and holds relevant discussions to identify any changes in children's lives. She shares strategies with parents to provide consistency for children between their home and the setting. The childminder has completed some professional development, and overall she provides appropriate support to children. Her professional development is not yet highly focused on precisely meeting the individual needs of children who face barriers to their learning. This would help them to make even more rapid progress.

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Leadership and governance Expected standard

The childminder has worked hard since her registration. She reflects regularly on the setting and has a vision for what she wishes to improve in the future. The childminder reviews the learning opportunities provided and considers what she can change to support children's learning and development further. For example, she intends to enhance the outdoor learning environment to make even more use of her surroundings to benefit the children's experiences.

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Leadership and governance Expected standard

The childminder has completed some training and professional development since she registered. Overall, this supports children's needs effectively. She recognises that more focused training and development, that is more precisely matched with the individual needs of the children who attend, would be beneficial. This would help her provide consistently high-quality interactions to all children.

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Leadership and governance Expected standard

Engagement with parents is highly effective, and the childminder has developed meaningful working relationships with all parents. She provides opportunities for parents to get to know one another to create more of a community within the setting. She shares ideas and strategies with them to use at home to provide children with consistent experiences. Parents recognise the hard work of the childminder and comment positively about her service. The childminder is building professional relationships with other local providers and agencies to support those children who attend other settings alongside her setting. She understands the benefits that this has for children's learning and wellbeing, especially for those children who face barriers to their learning.

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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 enjoy their time at the childminder's setting. They feel safe and secure and confidently explore the learning opportunities on offer. They form meaningful bonds with the childminder, even if they only attend for short periods of time. Children are able to enjoy their time thanks to the childminder's comprehensive gathering of information before they start. They receive effective support with developmental milestones, such as toilet training. Children receive support from the childminder when needed, and her calm and empathetic nature provides them with reassurance.

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

All children progress well in the childminder's care thanks to her close monitoring. Any gaps in their development or barriers to their learning are quickly identified and addressed. Children benefit from the childminder's detailed knowledge of their families and the trusting relationships that she has established with parents and carers. Children receive consistent messages and strategies between home and the childminder's setting thanks to this.

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

Children eagerly participate in the learning opportunities on offer. They enjoy creative activities, as well as role-play opportunities. They build on their language and communication skills effectively, both in their home language and in English. They feel valued and included in the childminder's setting, and celebrate one another's achievements. Children enjoy playing outside and strengthen their large muscles as they play together. They learn to keep themselves safe as the childminder gives them clear guidance and instruction, explaining why the rules are in place.

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

Children develop the skills they need for moving on to school. Routine parts of the day help build on their social skills, such as when they all sit together to eat their lunch. They hold discussions with the childminder and their friends and learn to listen and take turns to speak. Children build their concentration and focus and become independent in completing tasks and making their own choices and decisions.

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Next steps

The childminder should strengthen her practice to consistently allow children time to share their thoughts and ideas, and provide challenging opportunities to help children extend their learning further. The childminder should continue to develop her professional knowledge and experience to help her more precisely meet the individual needs of the children who attend her setting.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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About this inspection

The inspector spoke to the childminder and children during the inspection. The inspector also reviewed written feedback from parents and carers.

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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.

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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

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

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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