Childminder

Childminder

Unique reference number (URN): 2847500 Registered with Ofsted: 20/08/2025 Registers: EYR, CCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children show high levels of curiosity and engagement during all activities provided. Children quickly learn to observe, compare and investigate. For example, children are encouraged to use their senses to hear, see and smell to identify features of the natural world. This deepens their understanding of the world around them and fosters a genuine sense of wonder and love of learning. Independence and confidence are a priority focus for learning. For example, children help the childminder by mixing flour and water to make glue. They demonstrate high levels of concentration and focus, when using their fine motor skills and coordination to create a picture collage. Young children become confident communicators. They develop a strong understanding of the meaning of words. They communicate their wants and needs clearly and confidently. Children develop a love of stories. They have access to books and have opportunities to share stories with adults. This

p.2

Achievement Strong standard

further develops children's vocabulary, listening skills and confidence in early literacy.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has established clear expectations and well-embedded routines that support children throughout the day. As a result, children show an understanding of the high expectations. For instance, when walking and the childminder says, 'still your feet' even the youngest children stand still and listen. The childminder consistently models positive behaviour and praises children for their positive behaviour. She speaks calmly to children and helps them regulate their behaviour. She calmly redirects children when behaviour does not meet her high expectations. This helps children's self-esteem and respect for themselves and others. The childminder supports children to share and take turns. For example, on the way to the stream, children take turns to walk and ride the bike.

p.2

Behaviour, attitudes and establishing routines Strong standard

Relationships between children and the childminder are warm and supportive. The childminder knows each child well and interactions are nurturing and attentive. Children have a positive attitude to learning and show kindness as they play respectfully together. For example, they laugh and take joy in watching each other take turns going down the slide. The childminder understands the importance of regular attendance and punctuality for children's safety and welfare. She has robust procedures to monitor attendance. This helps children develop the routines they need for a smooth transition to school.

p.2

Children's welfare and wellbeing Strong standard

The childminder is passionate about children learning outdoors. Children have continuous access to highly engaging outdoor learning experiences. These experiences promote increasing coordination, balance, strength and confidence. The childminder liaises closely with parents regarding children's care needs. She has an excellent understanding of each child and their family. This enables her to provide highly responsive care that adapts to children's individual and changing needs. The childminder provides support to families, for example giving tips and ideas for parents to support their children at home. This ensures the best outcomes for children's welfare and wellbeing. The childminder encourages children to manage their personal care routines. As a result, all children know that handwashing is important after playing outside and preparing food and eating. Mealtimes are sociable occasions. The childminder provides a wide variety of

p.2

Children's welfare and wellbeing Strong standard

healthy, balanced and nutritious home-made meals. Children help to prepare food, and they sit and eat together. The childminder supports children to use good manners and helps them to understand the benefits of eating healthy food. The childminder is highly alert to allergies and provides the same food for all to help all children feel included. The childminder ensures food is cut appropriately to minimise choking risks. She supervises closely and ensures children remain safe throughout mealtimes. The childminder follows sleep guidance confidently and ensures children have individual bedding.

p.3

Curriculum and teaching Strong standard

The childminder knows the children and families exceptionally well. She uses this knowledge to shape an inclusive and impressively flexible curriculum that is specific to the needs of the children attending. The childminder ensures that physical development is promoted from an early stage. She attends a gymnastic club to support children with their physical development. This means young children develop their core strength and mobility. The childminder ensures teaching builds on what children already know and can do. She uses children's interests to plan a broad range of enriching experiences. This includes forest school and regular outings within the local and wider community.

p.3

Curriculum and teaching Strong standard

The childminder responds to children's natural curiosity. She uses effective questioning, discussion and familiar experiences to help children make connections in their learning. For example, the childminder prompts children to recall their previous learning about the natural world, when collecting leaves and berries. The childminder skilfully supports children's communication and language development well. She narrates experiences and repeats phrases and words throughout interactions. The childminder consistently uses every opportunity to extend children's knowledge, including mathematical vocabulary. For instance, children learn the names of 3D shapes, such as cylinder, when threading beads. The curriculum aims for children to move on to their next steps in education as motivated and enthusiastic learners.

p.3

Inclusion Strong standard

The childminder forms close and meaningful links with parents very early on to build a full picture of all aspects of children's needs. She shares information about children's care and development and discusses emerging concerns. The childminder is highly attuned to children's needs. She seamlessly responds to their gestures and signals. This means all children, including those with barriers to learning, settle quickly and fully participate. As a result, all children become confident and self-assured learners. The childminder tracks children's development from their starting points. This allows her to set next steps to target any gaps in their learning and adapt specific activities to support them further. For example, the childminder skilfully uses books to assess and develop young children's understanding of vocabulary. This means children with emerging communication and language needs make exceptional progress over time.

p.3

Inclusion Strong standard

The childminder also reduces barriers to children's wellbeing through consistently implementing strategies used at home to help them settle. The childminder works sensitively, offering emotional support and reassurance when needed. For example, she readily offers children cuddles and seeks out their comfort toys when they need them. This helps all children, including those who face barriers to their learning, to develop confidence, independence and a sense of belonging.

p.4

Leadership and governance Strong standard

The childminder is passionate about her role. She shows real commitment towards her continuous professional development. She is highly ambitious about the quality of care and education she provides. The childminder completes relevant training that supports her to enhance her practice further. She is knowledgeable about her statutory duties and carries them out effectively. The childminder plans to strengthen her support for babies and young children, who face barriers to learning. For example, she plans to refresh her Makaton skills to further support children's communication and language development.

p.4

Leadership and governance Strong standard

The childminder builds highly effective partnerships with children, families and local professionals. She strives to promote the best outcomes for all children by working collaboratively. The childminder is proactive in her approach to supporting children with barriers to learning. The childminder works closely with parents and shares children's next steps in learning. She provides clear guidance to help parents support their children at home. This supports best outcomes for all children's learning and development. The childminder communicates regularly with parents and other settings to support smooth transitions. These arrangements help children prepare for their next stage of learning. Parents speak highly of the care and education their children receive.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

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

Children are happy and confident. They thrive in the warm and purposeful environment the childminder provides. They build secure bonds with the caring childminder and each other and are safe and well cared for. Well-established routines are in place enabling children to feel safe and secure. Children and their families are warmly welcomed into the setting. The childminder builds positive and trusting partnerships with parents. Parents feel valued and appreciate the childminder's attention to detail. She gets to know each child's interests, needs and unique qualities. Any potential barriers to learning are identified early and communicated to parents. This joined up approach means that children access learning tailored to meet their individual needs from the outset.

p.5

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

Children enjoy attending the setting and eagerly engage in play. They access a broad curriculum built that supports learning across all areas of development. Children are confident learners, who engage positively with the opportunities provided to them. They visit local national parks, woodlands and spend a considerable amount of time enjoying the world around them. They gather leaves, twigs, berries, looking at colours, shapes and are encouraged to observe changes in the environment. For example, children notice the puddles have dried up. These experiences deepen children's understanding of the natural world. Children show delight and a joy of learning in different places as they explore the world around them.

p.5

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

Children display great levels of concentration during adult-led activities. For instance, they use brushes to apply glue with increasing control and coordination. They confidently move between a range of open-ended activities. They show increasing independence demonstrating they feel safe, settled and valued. Children play an active role in daily life at the setting. They help prepare food and activities and are encouraged to take part at every stage. This gives children a clear understanding of how things are made and completed from start to finish. All children make excellent progress and are well prepared for their next stage of learning.

p.5

Next steps

The childminder should further build on her partnerships with professionals and other childcare providers, enabling her practice to have a transformative impact within the community to enrich children's experiences in even more meaningful ways.

p.5

About this inspection

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

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

6

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

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.

p.7

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 .

p.8

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 .

p.8

Urgent improvement

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

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8