Childminder

Childminder

Unique reference number (URN): 2820267 Registered with Ofsted: 03/04/2025 Registers: EYR, CCR, VCR

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 make clear progress from their starting points because learning experiences are well matched to their developmental needs and interests. Young children develop early language skills. For example, children say 'mud pie' while exploring mud outdoors. This shows emerging vocabulary and confidence in expressing ideas. Older children develop increasing independence skills, such as selecting resources confidently. They manage these routines with increasing independence. Children can follow steps and persevere with tasks. This secure independence prepares them well for their next stage in learning, including the transition to school.

p.2

Achievement Strong standard

Children show increasing knowledge in early literacy and mathematical understanding. They recall the setting's rules with increasing detail and use new vocabulary confidently. Children independently count, sequence and compare quantities. This demonstrates secure mathematical understanding. All children, including those who may face barriers to learning, become independent learners who make choices and persevere with challenges. Activities are adapted so that every child can participate confidently and develop the knowledge and confidence needed for their next stage of learning.

p.2

Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. She consistently ensures that her setting is welcoming. The childminder knows children well and ensures their needs are met effectively. She rigorously reviews procedures and amends practice according to children's differing needs.

p.2

Children's welfare and wellbeing Strong standard

Children learn about healthy lifestyles through discussions. The childminder talks about nutritious food and promotes the benefits of outdoor play and the importance of being physically active. This supportive approach helps children develop emotional resilience and positive habits that contribute to their overall wellbeing.

p.2

Children's welfare and wellbeing Strong standard

The childminder creates a safe and well-organised environment for children. She implements statutory guidance for sleep arrangements efficiently. This is calm, consistent and closely monitored. The childminder speaks regularly with parents and carers about their children's sleep patterns and any changes she observes. When concerns arise, she discusses these promptly with parents.

p.2

Children's welfare and wellbeing Strong standard

The childminder works proactively with families to embed children's health and wellbeing. She promotes regular attendance, shares information about healthy lifestyles and works collaboratively with parents and carers during important stages in children's development. The childminder always supports children's transitions to school and works with families to establish consistent approaches to personal care. As a result, children confidently talk about healthy habits, feel safe and are ready for their next step in learning.

p.2

Curriculum and teaching Strong standard

The childminder delivers an ambitious and well-sequenced curriculum, with a strong and deliberate focus on developing children's communication and language. She plans experiences that build securely on what children already know and can do, and she thinks carefully about how learning can be extended further. Daily activities are purposeful, structured and matched to children's developmental needs, enabling them to make progress across all areas of learning.

p.3

Curriculum and teaching Strong standard

The childminder is consistent in supporting children's understanding. She asks thought provoking questions, listens attentively to children's ideas and engages in responsive interactions that deepen learning. For example, she always considers what children would like to play with and uses this information to scaffold their thinking and extend their skills. As a result, children remain engaged, confident and able to make meaningful connections in their learning.

p.3

Curriculum and teaching Strong standard

The childminder ensures that effective teaching and interactions with children are embedded. She consistently models language, introduces new vocabulary and encourages children to talk about their experiences. This means that every child can participate fully. During circle time, the childminder pauses intentionally and allows children to continue the word. This supports early literacy, recall and deeper comprehension. Activities are linked to children's interests. This helps children consolidate learning, make connections and express their creativity. Mathematical concepts are woven naturally into play and daily routines. Children count, compare quantities and use mathematical language confidently. For example, when exploring blocks, children use positional language, such as 'under' or 'on top'. This supports children to deepen their understanding and make sustained progress over time.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive behaviour and attitudes to learning. They understand routines clearly and follow instructions during daily tasks. They show growing independence and confidence, as the childminder generally uses praise, calm language and gentle reminders. For example, the childminder says, 'you are big, you are strong, you can do it.' This helps children feel secure and supports their emotional development. However, the childminder does not consistently reinforce her house rules during transitions. For example, children begin running when moving between activities, and expectations are not always followed through. This means that, at times, children become unsure about what is expected of them.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children receive sensitive support and encouragement to manage their behaviour and feelings positively. For example, the childminder uses calm discussions to help children understand sharing and turn taking. This helps them develop respectful relationships with others. As a result, children cooperate well, help to tidy away resources and show positive attitudes towards their learning and play. The childminder has developed clear communication methods with children and families. She has appropriate procedures in place to monitor children's attendance and follows up promptly on any absence. There are clear expectations for punctuality. Children attend the provision consistently and settle well into the nurturing setting. This helps to establish positive routines and experiences, promoting children's early learning.

p.3

Inclusion Expected standard

The childminder demonstrates a commitment to inclusion. She identifies children's needs early and responds to them sensitively. In general, the childminder understands how to support children with special educational needs and/or disabilities (SEND). She uses appropriate strategies, such as visual prompts, now and next charts and predictable routines to support all children. However, the childminder does not yet work consistently with other settings to understand the strategies they use, to align approaches. This means that, at times, children with SEND do not receive consistently coordinated support across all settings that they attend.

p.4

Inclusion Expected standard

The childminder typically has high expectations of all children. She adapts routines thoughtfully to meet individual needs, including those of children who face barriers to learning. For example, tailored settling-in arrangements support children's welfare and wellbeing. This helps all children to settle successfully and feel secure from the start.

p.4

Inclusion Expected standard

Ongoing assessment and monitoring of children's learning ensures the childminder quickly identifies any areas where children may need extra help with their development. This generally enables her to address concerns promptly and work with parents and carers and some other professionals.

p.4

Leadership and governance Expected standard

The childminder reflects on her practice regularly and generally uses her evaluations to strengthen the quality of provision. For example, she recognises the importance of any assistants she works with having a secure understanding of the curriculum and teaching approaches. This ensures that the quality of care and learning experiences is consistently embedded across the setting. As a result, all children benefit from high-quality teaching. This enables all children to thrive and make sustained progress over time.

p.4

Leadership and governance Expected standard

The childminder has a positive approach to her practice and the provision. She values positive partnerships with parents and carers and maintains regular communication with them. For example, she checks in with parents daily to share information about children's experiences. Parents speak positively about the childminder and the progress their children make. Detailed conversations during handovers further promote open communication and create opportunities to discuss any concerns where necessary. Although she works collaboratively with parents, the childminder does not yet work consistently with other settings to understand the strategies they use to support all children's needs. Although the childminder sets clear expectations for all children, behaviour rules are not yet promoted consistently throughout the day. Therefore, children are not always sure what is expected of them. The childminder promotes wellbeing and workload effectively for herself and any assistants

p.4

Leadership and governance Expected standard

she may work with. Assistants are supported and well informed, with clear communication about training, daily routines and children's individual needs. This contributes to a positive working environment and consistent practice.

p.5

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children are safe at this nurturing setting, as they play, learn and thrive. They confidently choose activities, in the well-planned environment, that promote all areas of learning. All children make progress from their starting points and are prepared for their next stage in learning. Children attend the setting regularly, so they build positive habits for their future. Children build solid relationships with adults and their peers. They happily chat to the childminder, asking her to join in with their play, and ask for help when needed.

p.6

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

Children learn alongside their peers and happily join in daily routines and activities. The childminder knows children well. She uses this knowledge to provide learning activities that support children's curiosity and to meet their learning and development needs. For example, children enjoy making play dough. They carefully fill cups with flour and count the spoons of it that they add to their creation. The childminder uses daily activities to support children's language and communication development. Children enjoy sharing ideas with the childminder. They recall previous learning and know the rules, such as 'kind hands and feet'. Children enjoy singing as part of their daily routine. This builds vocabulary and promotes their wellbeing. Children benefit from trips into the community, to parks and local farms. These experiences enhance the curriculum, support children's physical development and help them learn about the world around them.

p.6

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

Children thrive because their cultural identity is valued and their home language is celebrated. This helps them feel recognised, respected and secure within the setting. The childminder gets to know families well, and they feel supported and valued. She is clear about the importance of regular attendance and explains this to parents before children start. Positive partnerships with parents help children to deepen a sense of security and belonging within the setting.

p.6

Next steps

The childminder should enhance partnership working with other settings attended by children to support those with special educational needs and/or disabilities even further. The childminder should consistently embed expectations into daily practice to support children's understanding of how to behave at all times.

p.6

About this inspection

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

p.6

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.

p.6

About this setting

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

p.7

Facts and figures used on inspection

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

p.7

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.8

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.8

Needs attention

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

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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