Childminder

Childminder

Unique reference number (URN): 2804305 Registered with Ofsted: 01/10/2024 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 Expected standard

Children develop independence and confidence over time. They build trusting relationships quickly, including those children who initially seem worried or unsure. Children gain a secure start from this, joining in confidently with learning. They make steady progress in their speech and understanding. Children move from using single words to describe what they see, such as naming an animal, to using fuller sentences that explain and compare. For example, describing the stripes on a tiger to show how it is different from a lion.

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Achievement Expected standard

Children become increasingly secure in their understanding of numbers. They move from counting small groups of objects one by one to understanding what those numbers mean without counting each time. For example, children confidently answer '2' straight away when asked how many strings they are holding. Overall, children, including those with special educational needs and/or disabilities, and those who may face barriers to their learning, make steady progress across all areas of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children typically understand daily routines well and can predict what happens next. For example, when asked what happens after lunch, children confidently explain, 'it is time to lay down'. This shows a secure grasp of the structure of the day. Children begin to recognise their own coloured cloths, using the correct one at mealtimes. Where unwanted behaviour arises, such as raised voices, children are encouraged to sing or use quiet, indoor voices. This helps them manage their behaviour. Children generally respond well to this and follow the guidance given, reflecting positive relationships with the childminder. Children are kind to one another and play alongside each other, smiling and running together during outdoor play.

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Behaviour, attitudes and establishing routines Expected standard

Children show a positive attitude to learning and are given room to try, get things wrong, and try again. For example, when building a fence for animal-themed role play, children are encouraged and persist despite it repeatedly falling. On succeeding, children proudly say, 'I did it'. These achievements are celebrated by the childminder. This inclusive approach helps children build resilience and belief in their own abilities. Regular attendance is actively promoted. Children typically attend consistently and benefit from continuity in their routines and relationships, helping them settle and progress with confidence.

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Children's welfare and wellbeing Expected standard

Children, including those with special educational needs and/or disabilities, and those who may face barriers to their learning, build close bonds with the childminder. Children receive comforting cuddles, including after minor accidents, such as bumping into a friend and return to play quickly, feeling safe. The childminder helps all children begin to understand and manage their emotions. For example, when younger children see food coming out and become frustrated, she responds to their noises. The childminder uses phrases such as, 'you're hungry', so they begin to recognise these feelings while they wait. She talks to children about looking after their teeth and about visits to the dentist. This extends to conversations with parents and carers about check-ups, to ensure that children are registered.

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Children's welfare and wellbeing Expected standard

Children have access to fresh drinking water throughout the day and bring healthy lunch boxes. The childminder discusses these with parents, alongside parents' individual wishes around weaning. Children follow positive routines, such as washing their hands before meals and undressing from wet clothing after water play. However, they are not always told why these practices matter. For example, they may not know why hands need washing or how to stay warm outdoors in the cold. As a result, children are not consistently supported to build lasting habits or make these choices on their own.

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Curriculum and teaching Expected standard

The childminder has designed a typically ambitious, inclusive curriculum. She observes children closely and follows what they enjoy. She uses assessment precisely, to identify what children need to learn next. This informs how she plans future activities and adapts her approach where needed. For example, she extends children's spontaneous interest in a wasp into a bug hunt. Children locate a spider and count the legs together. They remain highly engaged throughout, as they work well to explore what they have found.

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Curriculum and teaching Expected standard

The childminder generally promotes personal, social and emotional development well. She encourages children to take turns, such as when they share buckets to collect farm animals during outdoor play. She supports communication and language development and deliberately introduces new vocabulary, such as 'pepperoni', during a play dough pizza activity.

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Curriculum and teaching Expected standard

The childminder supports physical development through activities such as bead threading. This builds the small-muscle skills children need for everyday tasks, such as writing and using cutlery. Children hear mathematical language, such as shape words, woven into this play. For example, the childminder introduces the word 'square', after children successfully identify their bead as orange, extending their understanding. This helps embed mathematical language within meaningful, real-life activities.

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Inclusion Expected standard

The childminder provides an inclusive environment. She ensures resources are accessible at a low level. Children select and direct their own play and learning independently. They use steps to reach the sink, enabling them to be included in daily routines. The childminder completes progress checks at age 2 to monitor children's development. She tracks this further using a visual system. This gives her an accurate, ongoing picture of what children know and can do. Learning is embedded over time. Where gaps are identified through this process, she generally shares these with parents, carers and other professionals so that appropriate referrals can be made promptly. The childminder puts targeted support in place alongside this, such as modelling language to develop communication. This helps children continue to make progress ahead of specialist input.

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Inclusion Expected standard

The childminder uses early years pupil premium funding purposefully to support disadvantaged children, and monitors this closely. She consults parents directly to identify what would benefit their children most. As a result of this, resources, such as additional equipment to increase children's physical activity outdoors, have been purchased to support outdoor opportunities. The childminder encourages children who present as shy to join group activities, such as sensory-based role play, supporting their confidence and sense of belonging in the setting. As a result, children, including those with special educational needs and/or disabilities, and those who may face barriers to their learning, make steady progress.

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Leadership and governance Expected standard

The childminder is a reflective practitioner who regularly evaluates activities to ensure children continue to learn. She changes her approach where something does not go well. The childminder works within a family setting, discussing children's learning and development with any assistants she may work with, ensuring the whole team provides informed care. Any assistants the childminder may work with receive regular supervision and coaching to support their practice. Morale within the team is high, and assistants feel very happy working alongside the childminder.

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Leadership and governance Expected standard

The childminder works with the local authority to stay informed of current practice and new guidance. She keeps her training up to date, including safeguarding, paediatric first aid and safe sleep. She has identified areas for improvement, such as creating a cosy area to bring books outdoors. The childminder typically liaises with parents and carers, in person and through a digital application. This generally keeps them informed of children's routines and the activities they enjoy. However, she does not consistently share children's next steps or ideas for extending learning at home. As a result, children do not always benefit from a collaborative approach between home and setting. Parents value the care, attention and kindness shown by the childminder and children grow in confidence within the setting, as a result.

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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 build confidence and independence at this nurturing family-based setting. They arrive to a warm welcome and excitedly greet their friends at the gate. Children generally separate confidently from parents and carers. They feel safe and secure, quickly finding their sense of belonging in the setting and accessing the activities available. Children receive kindness, reassurance and a cuddle when occasionally upset, settling again swiftly. They are known well as individuals, including their interests, their lives outside the setting and what motivates them. For example, the childminder uses children's interest in animals to develop their communication and language during play. Children benefit when their families receive a warm welcome too. This helps to build trusting relationships between home and the setting.

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

Children have access to a rich range of indoor and outdoor activities that support their development. They take part in daily physical exercise in the garden, riding bicycles and using the slide independently. They build coordination and physical confidence as they kick balls to one another. Children enjoy regular outings, including visits to a local castle, where they dress up in traditional clothing. These outings broaden their experience and understanding of the world beyond the setting. Children take part in role-play activities indoors, such as shopping using real apples and carrots. They develop their social skills and creativity.

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

Children who face barriers to their learning benefit from a caring, thoughtful approach. They share resources with friends and receive steady support during transitions at home. Children learn about changes in advance, helping them feel prepared and emotionally secure. They thrive through calm, unhurried mealtimes and routines, building independence in their self- care and settling well through regular attendance. Children, including those with special

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About this setting

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

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Facts and figures used on inspection

educational needs and/or disabilities, and those who may face barriers to their learning, move confidently on to their next stage of learning.

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Next steps

The childminder should refine how she explains the reasons behind healthy routines, so children understand why they matter. The childminder should build on how she shares children's next steps with parents, to strengthen learning at home.

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About this inspection

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

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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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