Childminder

Childminder

Unique reference number (URN): 2834160 Registered with Ofsted: 15/05/2025 Registers: EYR, CCR

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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 generally make progress from their individual starting points. Children who need additional support with their communication develop this skill from using sounds and gestures towards using individual words. Other children develop their communication further and begin to link words together. Children become increasingly confident and independent and develop positive relationships with others. They build their gross motor skills as they confidently climb, run and explore outdoors, and their fine motor skills by using tweezers to pick and transfer corn from a tray into a bowl. Children also make progress in managing everyday tasks. They learn to feed themselves, progress with toilet training and become increasingly independent in familiar routines. Children are generally prepared for their next stage of learning and development. However, children do not consistently develop their understanding of some early mathematical concepts. Children who are preparing to start

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Achievement Expected standard

nursery develop an understanding of what to expect, which supports their confidence as they make this transition.

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Behaviour, attitudes and establishing routines Expected standard

Children are settled and familiar with the routines and expectations within the childminder's setting. The childminder responds calmly when children need support with their behaviour. She helps them to understand how to behave towards others. The childminder encourages children to wait, share and play cooperatively. Children respond well to her guidance and praise, such as when they help to tidy away resources or take turns.

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Behaviour, attitudes and establishing routines Expected standard

The childminder considers what children can manage when reinforcing her expectations, taking into account their different ages and stages of development. The childminder typically adapts how she communicates her expectations according to children's individual levels of understanding. She uses simple language, uses words in children's home language, repetition and songs where appropriate to help children understand what is expected of them and participate positively in the activities and daily routines.

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Behaviour, attitudes and establishing routines Expected standard

Children confidently express their needs and preferences, such as when they are hungry or want to make choices at mealtimes. Familiar routines help children to understand what happens throughout the day and what is expected of them. The childminder maintains attendance records. She communicates with parents and carers about children's attendance and punctuality to support their safety and wellbeing.

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Children's welfare and wellbeing Expected standard

Children form positive relationships with the childminder and confidently seek her support and reassurance. She responds warmly to children and helps them to feel settled and secure. The childminder supports children to develop healthy lifestyles. She uses knowledge gained from training around healthy eating in early years when planning meals for children. The childminder provides a varied and nutritious diet and encourages children to try different foods, such as red rice. The childminder generally supports children's health and independence through routines. Children wash their hands before eating, feed themselves and practise using the toilet. The childminder teaches children about oral health through activities. For example, they use pretend teeth to talk about when and why they should brush their teeth. Children regularly spend time outdoors, which supports their physical development. They are physically active

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Children's welfare and wellbeing Expected standard

and take appropriate risks, such as climbing up a slope in the park. The childminder follows appropriate sleep routines to support children's safety and wellbeing while they sleep.

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Curriculum and teaching Expected standard

The childminder generally knows what she wants children to learn. She uses her knowledge of their interests and stages of development to plan activities and experiences. The childminder uses observations and assessments to understand what children know and need to learn next. She places an emphasis on children's communication and language, physical development and personal, social and emotional development. The childminder uses books, conversations and outdoor experiences to support children's learning and development. For example, at the park, the childminder encourages children to use talking tubes to talk, listen and respond to one another. This helps children to communicate and interact positively during their play.

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Curriculum and teaching Expected standard

The childminder typically adapts her teaching to children's individual needs. For younger children and children who require additional support, she models and repeats simple words and sounds and introduces vocabulary in English and Italian. She adjusts her interactions according to children's stages of development and what they need to learn next. Children learn to become effective communicators.

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Curriculum and teaching Expected standard

Early mathematics is less well developed within the curriculum. The childminder does not consistently incorporate early mathematical concepts and language, including number, size and position, into children's activities and routines. This means that children do not consistently develop their early mathematical understanding.

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Inclusion Expected standard

The childminder creates an inclusive environment and knows children well. She provides children with a range of experiences within the setting and the local community. Children visit places, such as the library, children's centre and local park, where they spend time around other children and become familiar with their environment. The childminder generally uses these experiences to support children's individual development. For example, while out in the community, she talks to children about what they can see around them, helping to develop their communication and language. These experiences also help children to build their confidence and social skills and interact with others.

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Inclusion Expected standard

The childminder typically uses regular observations and assessments to identify children's individual needs and monitor their progress. When children need additional support with their communication and language development, she adapts her interactions by modelling and repeating simple words and sounds, and using books. This support helps children to participate in activities and develop their communication and language development. The childminder works closely with parents and carers to understand children's development and how they are at home. She continues to monitor children's progress and adjusts the support as needed. The childminder understands the importance of completing developmental checks to identify where children may need further help. She also knows how to seek advice and signpost families to relevant services, including support from the local authority, children's centres and other services, such as speech and language therapy.

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Leadership and governance Expected standard

The childminder generally reflects on her practice, identifies her strengths and takes action to make improvements. She works in partnership with the local authority and acts on the advice she receives. For example, following advice about further developing the outdoor area, she has made changes to improve the environment for children, to include planting and additional resources to broaden children's understanding of the world around them. The childminder typically keeps her knowledge up to date through training and takes ideas from other childminders to help develop her practice. She identifies ways to develop her professional knowledge further and is considering higher education in early childhood.

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Leadership and governance Expected standard

The childminder maintains positive relationships with parents and carers. She keeps them informed about their children's care and experiences in the setting. Parents appreciate this approach and the support the childminder provides. The childminder uses a digital system to share information about what children have been learning, what they have eaten and how much they have slept. She understands when children and families may need further support and knows how to seek advice or signpost them to relevant services when necessary.

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

Children are happy, settled and secure in the childminder's care. They form warm relationships with the childminder and confidently seek her support and reassurance. Children enjoy activities and experiences that reflect their interests and stages of development. For example, their interest in bees leads to activities where they explore, communicate and develop their physical skills. Children hear and use both English and Italian language in the setting. They enjoy books, songs and experiences in their local community, which help to develop their communication, confidence and social skills.

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

Children enjoy regular outdoor activity and confidently explore climbing equipment, slides and other ways to take risks safely. Children are able to make choices about their play and follow their own interests. For example, they choose physical games, such as throwing and catching a ball using sticky fabric pads. These experiences help children to practise their coordination and develop confidence in their physical abilities. They learn to play positively alongside others as the childminder encourages them to communicate, be kind and share ideas together. Children become increasingly independent as the childminder supports them to complete manageable tasks for themselves. For example, they learn to feed themselves and scrape their plates.

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

Children learn about healthy lifestyles through meaningful everyday experiences. They plant seeds and help to grow vegetables and herbs and use what they grow in cooking. This helps children to understand where food comes from. The childminder notices when children need extra support and adapts her approach to meet their individual needs. Children feel safe, welcomed and valued. They develop confidence and independence, and build positive relationships with others. Children generally make progress from their individual starting points.

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Next steps

The childminder should strengthen children's early mathematical development by incorporating number, size and positional language more purposefully during their play, activities and routines.

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About this inspection

The inspector spoke with the childminder and children 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

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About this setting

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

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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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Our grades explained

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.

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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

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 .

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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