Childminder

Childminder

Unique reference number (URN): 2800900 Registered with Ofsted: 08/10/2024 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 Strong standard

Children make rapid progress from their starting points and develop the knowledge, skills and confidence they need for their next stage in learning. Younger children confidently talk about their homes and pets in full sentences and recall familiar stories. They independently choose books, turn pages, talk about what they see and recall key events. They develop secure physical skills as they use large crayons, pour, build with blocks and manipulate switches to enable toys to move and make sounds. Children develop mathematical knowledge through everyday experiences, accurately counting plates and cups and recognising colours.

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Achievement Strong standard

Older children build securely on these foundations. They confidently explain their ideas, recall previous learning and ask thoughtful questions such as, 'Do you think this chair will fit inside the truck I'm building?' They use knives safely, pour independently and manage their own self-care needs without support. Children sustain concentration for extended periods and show curiosity and positive attitudes towards learning. Children with special educational needs and/or disabilities and those facing barriers to their learning or disadvantage make progress alongside their peers and confidently develop the skills and independence needed to succeed at school and beyond.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently establishes respectful and secure relationships with children and embeds clear expectations that help them manage their behaviour and follow routines. She always listens carefully to children's views and requests and responds positively, helping them feel valued. Children remain consistently engaged in purposeful learning and show enthusiasm for activities that reflect their interests. They cheer and giggle during songs and confidently request them again. Children consistently cooperate and show consideration for others. When children accidentally step on their friend's toe, they say, 'Oops, sorry,' without prompting. The childminder constantly provides sensitive support to help younger children and those with barriers to their learning share and take turns.

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Behaviour, attitudes and establishing routines Strong standard

The childminder embeds clear and effective routines to help children understand what happens next. Children wash their hands before eating, wait for their plates and know to ask for a chopping board to prepare fruit. When it is time to go outside, children independently find their shoes and ask, 'Is this the right foot?' Children consistently respect the childminder, each other and the environment. They carefully handle books and return resources to their places. The childminder always adapts support to children's ages, stages and individual needs, helping them manage feelings and emotions securely. She works closely with parents to promote regular attendance and punctuality, helping children develop positive habits that prepare them for school.

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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's safety, health and emotional wellbeing. She follows thorough policies and procedures and continually teaches children how to manage risks appropriately. For example, children learn to hold knives safely when preparing fruit and receive clear reminders about sitting safely while eating. The childminder responds sensitively to individual care needs and works closely with parents to maintain consistent sleeping routines. She gives children privacy when changing and responds promptly when they become wet or messy following sensory or water play. The childminder consistently teaches children about healthy hygiene. For example, she sings a handwashing song to help children remember the sequence as they wash their hands after playing outside.

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Children's welfare and wellbeing Strong standard

The childminder creates calm and sociable mealtimes and securely understands children's dietary requirements and intolerances. She promotes healthy eating and adapts menus and mealtime arrangements according to children's needs, including giving older children opportunities to help prepare food. She constantly listens to children, offers meaningful choices and responds positively to their requests. This helps children feel valued and part of the group. Children confidently approach her to seek help, share achievements or ask for resources because they know she will listen and respond with care. She prepares children with barriers to their learning well for changes in the routine by using simple language, allowing additional time and praise. As a result, children feel consistently safe, valued and emotionally secure.

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Curriculum and teaching Strong standard

The childminder has designed a highly ambitious curriculum that she consistently delivers through skilful, high-quality teaching and positive interactions. She knows what each child needs to learn and uses accurate assessment to identify next steps. She continually combines children's interests with planned learning, so children remain motivated and develop a wide range of knowledge and skills. She uses every interaction purposefully. For example, she introduces vocabulary such as 'beetroot' as children explore pretend food and explains what it is and how it is eaten. She skilfully revisits previous learning by asking, 'Can you remember when...?' to help children recall and securely embed knowledge.

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Curriculum and teaching Strong standard

The childminder consistently adapts her teaching, language, resources and routines so children with special educational needs and/or disabilities and those facing barriers can access the curriculum. Her high-quality teaching develops children's physical and mathematical skills through everyday experiences. For example, children prepare their own fruit at snack time, build confidence in their physical abilities and independence. She encourages children to work out how many plates and cups are needed, embedding mathematical thinking within carefully planned routines. The childminder's enthusiasm for stories, puppets and props, alongside regular library visits, helps children develop a secure love of books. The childminder skilfully extends children's thinking through impactful questioning and well-timed interactions. Children broaden their knowledge of their community through visits to the park and local stream and experiences such as meeting the

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Curriculum and teaching Strong standard

local fire service and exploring a fire engine.

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Inclusion Strong standard

The childminder provides a consistently inclusive environment where all children, including those with special educational needs and/or disabilities, and those with barriers to learning, access learning and opportunities alongside their peers. She maintains high expectations for every child and uses individualised strategies to help children make progress. For example, she skilfully combines adult-chosen activities that target a particular skill with opportunities for children to choose their own activities. This helps children who find it difficult to focus to maintain their concentration for increasingly longer periods. She sensitively develops children's confidence in areas where they initially show reluctance. The childminder plans transitions to school carefully and in a timely manner.

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Inclusion Strong standard

The childminder uses robust assessment and monitoring procedures to identify gaps or concerns early and acts promptly to secure appropriate support. She works closely with other professionals, including speech and language therapists, and consistently implements their advice. She regularly reviews adaptations and strategies with parents to ensure these have a positive impact on children's wellbeing, learning and progress. She uses additional funding purposefully to reduce barriers for disadvantaged children. For example, she uses funding to provide toys and equipment to support children's sensory needs. She gives children additional time to regulate their emotions and uses books and stories to help them feel calm and emotionally safe. The childminder is committed to continually developing her expertise and undertakes relevant training to ensure all children receive the support they need to succeed.

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Leadership and governance Strong standard

The childminder has a clear and accurate understanding of the children, families and community she serves. She maintains consistently high expectations for herself and every child. She makes decisions based on children's individual needs and circumstances so that children have everything they need to thrive. She regularly evaluates her practice, accurately identifies areas for development and acts on advice from others. Professional development is purposeful and directly informs changes to the curriculum, environment and teaching. She regularly undertakes independent research to keep her knowledge current. She works effectively with her co-childminder to maintain consistency in care and teaching and to ensure children experience a calm, caring and motivating environment.

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Leadership and governance Strong standard

The childminder has secure oversight of her setting and uses additional funding purposefully to improve learning, wellbeing and outcomes for disadvantaged children. She identifies needs promptly and works closely with parents, professionals and other agencies to secure appropriate support. She plans transitions to school carefully, particularly for children with special educational needs and/or disabilities, sharing information when necessary to promote continuity. She has established effective relationships with parents and the local community and works flexibly to meet the needs of whole families. Parents value the genuine care she provides and report noticeable progress in their children. The childminder manages her workload effectively and remains reflective, responsive and committed to continually improving the experiences children and their families receive.

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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 with this highly supportive and inclusive childminder. They benefit from the childminder's ambitious, broad, and well-sequenced curriculum. Children of all ages, including those with special educational needs and/or disabilities and those facing barriers to learning, participate fully alongside their peers. Children show enthusiasm as they investigate, play and learn, continually building their knowledge and skills. They enjoy the rich range of opportunities the childminder carefully plans and delivers. Children show they

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About this setting

feel proud of what they can achieve as they eagerly show the childminder models they've built and pictures they've drawn.

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About this setting

Children consistency show they feel safe, secure and valued. They quickly form secure bonds with the childminder and know she is there when they need reassurance or support. Children confidently ask the childminder questions to extend their learning and happily sing to themselves as they play. They tell the childminder, 'I like that song. I sing it to mummy.' Children show a secure sense of belonging and respect for the childminder and her home. They willingly tidy away their toys, saying, 'I know where that goes. I can pack that away.' Young children carefully handle books and return them to the bookcase when they finish reading. They show pride in taking care of their surroundings.

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About this setting

Children know what to expect and consistently follow familiar routines and transitions. They respond positively to expectations and cooperate well. Children beam with enthusiasm when the childminder announces song time. They independently collect their fluffy mats and arrange themselves in a circle, excitedly choosing songs they want to sing. Children benefit from the close partnership between the childminder and their parents. The childminder effectively uses information about children's home lives, care, eating and sleeping routines. This helps children experience continuity between home and the setting. The childminder works with parents to promote children's regular attendance to help them build secure foundations for their future learning.

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Next steps

The childminder should sustain her high standards and embed existing professional relationships to secure a transformational impact on outcomes for all children.

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About this inspection

The inspector spoke with the childminder, co-childminder and children, and read feedback from parents 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. Unique reference number (URN): 2800900

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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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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