Childminder

Childminder

Unique reference number (URN): 2525536 Registered with Ofsted: 02/05/2019 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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are promoted successfully. The childminder provides a safe, welcoming and nurturing environment where children feel secure, valued and emotionally supported. She knows the children well and responds sensitively to their individual emotions, preferences and care needs. Younger children confidently express their feelings and seek comfort when needed, demonstrating secure attachments and trust. The childminder recognises children's cues and responds consistently, helping them to feel emotionally secure and develop confidence in managing their feelings.

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Children's welfare and wellbeing Strong standard

Children develop a secure understanding of healthy lifestyles. Drinking water is readily available and offered regularly throughout the day. The childminder promotes healthy eating and works positively with parents to encourage balanced, nutritious lunchboxes. She shares healthy food ideas with families and adapts her approach sensitively to support children to develop positive attitudes towards food and healthy choices. Parents respond positively to this support.

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Children's welfare and wellbeing Strong standard

Safe eating practices are consistently embedded within daily routines. At snack time, the childminder uses a short book about mealtimes and healthy choices to help children understand the importance of eating slowly. She sensitively redirects them when they attempt to put too much food into their mouths. She checks food carefully before serving and cuts food into appropriate sizes, reducing potential choking risks. Her calm and consistent approach helps children learn how to keep themselves safe while eating.

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Children's welfare and wellbeing Strong standard

Children understand the importance of good hygiene. They wash their hands before eating while singing a familiar song, making this an enjoyable and well-established part of the daily routine. A younger child enthusiastically follows the routine and washes his hands effectively, receiving appropriate support to stand safely on a step. This supports his developing independence and understanding of personal care. Effective hygiene arrangements are consistently maintained and help to minimise the spread of infection.

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Children's welfare and wellbeing Strong standard

Children's physical and medical needs are understood and met consistently. Individual sleep routines are followed carefully, and safer-sleep guidance is implemented when children nap. Although the childminder does not currently care for children under one year old, she maintains up-to-date knowledge of relevant guidance. Clear procedures for administering medication and responding to medical needs support children's health and safety. Robust policies underpin consistent practice, while the childminder's attentive and individualised approach helps children to feel safe, secure and well cared for.

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Curriculum and teaching Strong standard

The childminder designs and implements a high-quality, ambitious curriculum covering all 7 areas of learning. She establishes children's starting points with parents and has a clear understanding of the knowledge and skills she wants children to develop. The curriculum is an entitlement for every child, and high expectations are evident throughout play and everyday routines. Experiences reflect children's interests, ages and stages of development. Concise assessments help the childminder identify what children know and can do and plan

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Expected standard

precise next steps. This ensures learning is purposeful and builds progressively on children's existing knowledge and skills.

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Expected standard

Communication and language are central to the curriculum. The childminder models language skilfully and introduces new vocabulary in meaningful contexts. During imaginative play, children develop their understanding of familiar experiences as they care for baby dolls by dressing, feeding and comforting them. The childminder extends their learning by introducing vocabulary for body parts, including 'mouth', 'eyes' and 'ears', and encourages children to use this language themselves. Children respond with enjoyment and increasing confidence as they imitate familiar experiences, develop their vocabulary and make connections with their own lives. Familiar stories, rhymes and songs, including 'The Wheels on the Bus', engage younger children and encourage them to listen, join in and develop their communication skills.

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Expected standard

Mathematics is a particular strength. Children encounter numbers, counting, colours, size and mathematical language through planned experiences and self-chosen play. For example, as children play with cars and ramps, the childminder reinforces colour recognition and counting. She encourages children to position cars, predict how they will move and persevere when they encounter difficulties. Timely encouragement and praise build children's confidence, motivation and willingness to explore mathematical ideas.

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Expected standard

The curriculum supports children's emotional, social and physical development. Responsive interactions help younger children recognise and express emotions and develop a positive sense of themselves. Daily visits to the park provide rich opportunities for children to strengthen their physical skills, develop curiosity and deepen their understanding of the natural world. Older children receive purposeful opportunities to develop independence, communication, early literacy and mathematical skills. The curriculum builds progressively on children's knowledge, skills and experiences, supporting them to become confident and increasingly independent learners. Consequently, children are well prepared for their next stage of learning, including school.

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Achievement Expected standard

Children achieve well and make the progress expected from their individual starting points, ages and stages of development. They are motivated, curious and engaged in experiences that reflect their interests and learning needs.

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Achievement Expected standard

Children's developing knowledge and skills are evident throughout the day. Younger children begin to join words together and expand their vocabulary through songs, signing, books and imaginative play. They name familiar body parts and use language relating to colours, numbers and size.

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Achievement Expected standard

Children apply their learning during everyday routines. For example, a younger child enthusiastically participates in washing his hands while the childminder provides age- appropriate support to help him stand safely on a step. He understands the familiar routine and increasingly develops the skills needed to manage his personal care. Children take pride in their achievements when building towers, sending cars down ramps and using interactive musical books. They persevere when something does not work immediately and respond positively to encouragement. This helps them to develop confidence and resilience.

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Achievement Expected standard

Older children acquire the independence, communication and early skills they need for school. Children build securely on what they already know and can do and are appropriately prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. They listen to the childminder and follow simple instructions appropriate to their age and stage of development. Expectations are clear and consistently reinforced. Children respect the childminder's home, resources and one another.

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Behaviour, attitudes and establishing routines Expected standard

The childminder models good manners and gently reminds children to show kindness and care. Consequently, children regularly use words, such as 'please' and 'thank you'. During role play, she encourages children to handle a baby doll gently and praises them when they cuddle and care for it. This helps children begin to understand how their actions affect others.

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Behaviour, attitudes and establishing routines Expected standard

Warm relationships support children's positive behaviour. Children confidently seek comfort, reassurance and recognition from the childminder. She notices and praises their efforts throughout the day, helping them to understand what is expected. When children play together, they begin to cooperate and share. Older children support younger children and include them in their play.

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Behaviour, attitudes and establishing routines Expected standard

Familiar routines help children understand the sequence of the day while remaining flexible enough to meet individual needs. The childminder gathers information through 'All About Me' forms and works with parents to maintain consistent approaches to routines and behaviour. Appropriate policies support attendance and punctuality and enable the childminder to respond to any emerging concerns.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes towards learning. They concentrate, explore and persevere when activities present manageable challenges.

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Inclusion Expected standard

The childminder creates an inclusive environment where all children and families are welcomed and valued. Although she does not currently care for children with special educational needs and/or disabilities, children experiencing social disadvantage or children known, or previously known, to children's social care, she understands how to identify emerging needs and where to seek appropriate advice and support.

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Inclusion Expected standard

The childminder monitors children's development and completes the progress check at age 2, at the appropriate time. She uses her findings to identify potential gaps and discuss children's progress with parents. Any concerns are shared promptly so that relevant advice or support can be sought. Parents report that they feel listened to and supported. The childminder also understands the importance of working with the local authority and health professionals when required.

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Inclusion Expected standard

Potential barriers to children's participation are considered carefully. Children's individual medical needs are understood and catered for appropriately. The childminder adapts activities, routines and supervision when necessary, enabling all children to participate safely and confidently.

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Inclusion Expected standard

All children learn Makaton signs through enjoyable singing and signing activities. This gives them additional ways to communicate their needs, ideas and emotions. Children also learn to recognise and value cultural diversity through activities, celebrations and opportunities to explore traditional clothing. The childminder shares aspects of her own culture, helping children appreciate different traditions and develop respect for others.

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Leadership and governance Expected standard

The childminder demonstrates secure knowledge of statutory requirements and keeps up to date with relevant guidance, including safeguarding and safer-sleep updates. Required policies and procedures are clear, accessible and regularly reviewed, with key policies shared with parents.

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Leadership and governance Expected standard

She is highly committed to professional development. Well-organised records identify completed training and its relevance to individual children. For example, training about children beginning to cruise and walk strengthens her knowledge of how to support their development and safety. She uses new learning to inform practice and improve children's experiences.

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Leadership and governance Expected standard

The childminder has professional links with other childminders and relevant agencies, enabling her to exchange knowledge and seek advice. However, contact with other childminders is mainly online, limiting opportunities for regular, in-depth professional discussion, shared reflection and learning from effective practice elsewhere.

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Leadership and governance Expected standard

She reflects on her provision and is receptive to professional discussion. However, she does not yet identify areas for development precisely enough, limiting her ability to establish sharply focused priorities and evaluate the impact of improvements.

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Leadership and governance Expected standard

Partnerships with parents are effective. Daily communication keeps parents informed, and they speak extremely positively about the provision, describing the childminder as like a member of their family. She manages her workload and wellbeing appropriately and remains enthusiastic about her work.

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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 are happy, settled and highly engaged in this warm and nurturing setting. The childminder's home is safe, inviting and thoughtfully organised, with a wide range of resources and spaces for children to explore. Warm, trusting relationships help children feel secure and confident. They readily seek reassurance and delight in sharing their achievements with the childminder. Younger children confidently express their emotions because the childminder responds sensitively to their individual cues and needs. Children benefit from a high-quality and ambitious curriculum that covers all 7 areas of learning. They develop their communication and language through stories, rhymes, songs, signing and imaginative play. The childminder introduces new vocabulary naturally as children play. For example, children learn the names of body parts while dressing, feeding and comforting a baby doll. They laugh with delight and show kindness as they imitate

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

Mathematics is a particular strength. Children develop their understanding of counting, colours, size and mathematical language through planned activities and self-chosen play. While playing with cars and a ramp, children predict how the cars move, solve simple problems and persevere when they encounter difficulty. They respond positively to praise and take pride in their success.

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

Children benefit from daily visits to the local park, where they use the play equipment, fly kites, explore the natural environment and meet other children. These experiences strengthen their physical development, curiosity, confidence and social skills. Children also learn about different cultures and traditions and use signing to support their communication.

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

Well-established routines promote children's health, safety and independence. Children enthusiastically wash their hands, learn to make healthy choices and develop safe eating habits. They become increasingly confident and independent because routines and expectations are consistently and sensitively supported. The childminder knows children well and plans for their ages, stages and next steps. Older children develop the independence, communication and early skills they need for school. Effective partnerships with parents provide consistency in children's care, learning and development.

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

Children would benefit further from improved identification of areas for development. This would help to ensure that priorities for improvement are precise and purposeful and have a clear impact on children's experiences, learning and development. Strengthening opportunities for professional discussion, reflection and learning from effective practice would further support the childminder to enrich children's experiences and outcomes.

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Next steps

The childminder should strengthen self-evaluation to identify the setting's key strengths and precise priorities for development and evaluate the impact of actions taken on children's experiences. The childminder should strengthen opportunities for professional discussion and reflection to learn from effective practice and further develop the quality of the provision.

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About this inspection

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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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3

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. 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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