Childminder

Childminder

Unique reference number (URN): 2848916 Registered with Ofsted: 07/08/2025 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 excellent progress as their achievements are consistent. Children develop a love for learning as they use their skills and knowledge to demonstrate curiosity and further thinking. As they explore the water and mud kitchen outside, they stir with spoons saying 'mix it, mix it'. Children then reflect upon past experiences as they discuss different flavours of ice cream and how much they love them.

p.2

Achievement Strong standard

As children lie on the floor with their dolls and blankets, the childminder introduces the song 'Sleeping Bunnies'. Children excitedly giggle as the childminder begins to sing and they recognise the words of the song. This activity encourages physical movement as children hop to the song, developing their gross motor skills. Children learn to take turns with others and develop their language as they sing along to the song.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children love to interact with one another and with the childminder as they confidently explore new skills. Children share a 'can-do' attitude as they approach all experiences with confidence and resilience. The childminder holds high expectations for positive behaviour, and this is embedded throughout her practice. For example, children show care and empathy for one another as they role play, placing blankets over their friends and stroking them to sleep. The childminder reinforces this expectation through clear praise, as she says, 'I like how you are caring for your friends'. Children interact with confidence and seek comfort from the childminder when needed.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children thrive through the embedded routines the childminder has so carefully established, as they know what is expected of them. These consistent routines also promote children's attendance, as parents and carers understand the importance of regular attendance for the continuity of learning. Children form trusting and close relationships with the childminder as they respond positively to her warmth and nurturing manner. Children enjoy reading stories, as they cuddle and enjoy time to relax. Children are supported to become confident, independent and curious learners through the childminder's positive approach to teaching and play.

p.2

Children's welfare and wellbeing Strong standard

Children are extremely happy and secure in this nurturing provision as their welfare and wellbeing are central. The childminder uses her extensive knowledge of each child to meet their needs in a personable and individualised way. For example, as the childminder identifies children's different ways of learning, she introduces baskets and bags for children who love filling and emptying. This also facilitates those children who love to transport different resources around the provision. As a result, children's unique personalities and characteristics are celebrated and encouraged, giving them a true sense of belonging. The childminder uses clear and consistent routines to help children feel safe and secure. She gives children gentle reminders about what is happening next, helping them move calmly between activities. For example, children recognise the tidy-up song as a signal to start tidying before moving to the snack table. These familiar routines help children feel settled

p.2

Children's welfare and wellbeing Strong standard

Children thrive as they feel their parents' calmness and trust when being dropped off. The warm interactions from the childminder reassure children and enable them to settle into the provision effortlessly. Children are safe and love to attend this provision, as they excitedly anticipate what fun and thoughtful opportunities, they will experience next.

p.3

Curriculum and teaching Strong standard

The childminder creates an inclusive curriculum, centred around children's interests and designed to meet all their needs and ages. This keeps children engaged and focused, developing their learning. For example, the childminder adapts teaching as she uses simple, single-word communication to engage with children who face barriers to their learning. The childminder uses play to model new language as they explore the different food items in the home corner. She verbally labels each food item, allowing time for children to hear and copy. As children repeat 'banana', the childminder enhances their learning as she openly asks, 'Ooh, I wonder if this is tasty?' Children laugh as they rub their tummies saying, 'yummy, yummy'. At snack time, children then explore bananas as they peel the skins and enjoy tasting the fruit.

p.3

Curriculum and teaching Strong standard

The childminder consistently uses every interaction as an opportunity for children to learn, such as when she discusses their emotions. She develops children's awareness of risk- taking as she encourages water play outside. Children collect different containers to fill with water as the childminder introduces mathematical language. The childminder models counting from 1 to 5 as children fill bottles. She discusses weight as children express that the bottles are 'too heavy to carry'. The childminder adapts her teaching swiftly, in order to teach children how to empty the bottle to make them lighter. As she models this, children are fixated, watching the childminder's actions. Children respond as they too empty their bottles and shout, 'I can carry this now'. The childminder praises the children's attitudes to learning and their 'can-do' attitude. Children extend their learning outside the setting as they take

p.3

Curriculum and teaching Strong standard

'home learning' bags home with them. This enables children to share their learning with their families and further promote their learning and development.

p.3

Inclusion Strong standard

The childminder creates an environment where all children are supported to achieve their full potential. As the childminder carefully considers experiences, she reflects upon the environment to ensure its suitability. As she observes children attempting to pull themselves up to stand, she introduces low-level furniture to provide support. As a result, children are swiftly given opportunities to bear weight and begin to walk. The childminder uses rigorous monitoring systems to continuously assess children, especially those with special educational needs and/or disabilities. This prompts swift action designed to meet their needs and reduce any barriers to their learning.

p.3

Inclusion Strong standard

The childminder works collaboratively with other professionals, as she confidently makes referrals and seeks guidance and/or advice, and uses this knowledge to inform her practice. For example, the childminder introduces visual aids and simple single-word communication methods to support children with speech and language delays. As the childminder embeds these strategies into the daily routines, she also shares them with parents and carers to ensure continuity between the provision and home. The childminder forms effective relationships with parents, from detailed settling-in sessions to carefully considered pick-up arrangements. She ensures parents receive detailed and effective handovers, to inform them of children's development and progress. This enables parents to share their experiences and build trusting relationships. As a result, the childminder has extensive knowledge of each child, allowing her to support their individual needs specifically.

p.3

Leadership and governance Strong standard

The childminder instils a culture of continuous development as she consistently reflects upon practice, building a detailed analysis of her provision's strengths and areas for development. The childminder prioritises training opportunities as she enjoys developing her own knowledge and skills, taking an interest in how specific language and facial expressions can support a child's wellbeing. The childminder swiftly implements new strategies or resources into her provision, constantly reflecting upon their impact on the children. This dedicated and passionate approach creates a provision that consistently strives to deliver a high standard of care.. The childminder works alongside another childminder as they support one another and provide peer observations for additional feedback. This supports the childminder's own wellbeing and ensures a healthy and achievable workload.

p.4

Leadership and governance Strong standard

The childminder builds effective and professional relationships with parents, carers and other professionals, as she recognises that their knowledge and expertise can support her and the provision. She prioritises collaborative working and is confident in seeking support and guidance when required. The childminder is committed to helping her families, which builds supportive and trusting bonds, crucial throughout difficult or transitional times.

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

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 flourish as they attend this nurturing environment with confidence and excitement to learn and play. Children are greeted by the childminder with warmth as they are invited into the home-from-home provision. Children and parents and carers are asked, 'How are you feeling?' as the childminder prioritises information sharing. This influences routines and activities that focus on children's needs and interests for the day. As a result, children are settled and engaged as they feel secure. Children thrive and achieve as they are continuously challenged to promote further thinking. As a result, children are curious and confident to push themselves and to take risks. Children are adored as their unique personalities and characteristics are spoken about with passion and care. The childminder treats each child with respect and celebrates their achievements with pride.

p.5

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

Children experience a real sense of belonging as the childminder encourages them to make choices in their play. They feel listened to as the childminder validates their decisions. Children's attention is captured and enhanced through carefully considered experiences. They show a deep interest in reading stories with care and attention as they turn pages independently. Children add different farm animal puppets to the activity as they explore the animal's different noises. They consistently develop their communication skills as they observe and repeat the childminder's chatter. Children flourish in the nurturing care of the dedicated and passionate childminder, as they consistently receive personalised and individualised support.

p.5

Next steps

The childminder should continue developing children's experiences to ensure a

p.5

About this setting

Operating hours: Tuesday,Wednesday,Thursday : 07:30 - 17:00

p.6

Facts and figures used on inspection

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

p.6

Age range of children at the time of inspection

transformational approach to inclusion is embedded.

p.6

About this inspection

The inspector spoke with the childminder, parents 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

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.

p.7

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.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.7

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

p.7

Urgent improvement

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

p.8