Childminder

Childminder

Unique reference number (URN): 2806658 Registered with Ofsted: 20/11/2024 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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Achievement Expected standard

Children typically make expected progress from their starting points. They develop early communication through songs, shared play and simple vocabulary. Children practise early maths when filling and emptying containers and counting the number of sides on different shapes. Children explore literacy through books and enjoy looking at pictures during quiet moments. They develop a love of reading through visits to the local library.

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Achievement Expected standard

Children show growing independence. They wash hands, pour drinks and help prepare the table, which supports readiness for school. Children with emerging needs, such as limited speech or confidence, make steady progress because the childminder identifies barriers early and works closely with parents to support development.

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Achievement Expected standard

Children enjoy learning. They build early skills and show curiosity. Children leave the setting with increasing confidence, independence and readiness for their next steps.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and generally respond positively to clear expectations that the childminder sets. They join group songs with enthusiasm and follow familiar routines such as joining group time and getting ready for lunch. This helps children feel secure and understand what comes next. When minor disputes occur, the childminder encourages children to say sorry, which helps them recognise simple boundaries. However, children are not consistently supported to understand why they are saying sorry, which means they do not always learn how to manage conflict successfully.

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Behaviour, attitudes and establishing routines Expected standard

Children show developing social skills. They thank friends when sharing toys and enjoy playing together in the shop or during bubble play. Children show growing independence. They pour drinks, choose resources and help tidy the cabin. Staff occasionally step in too quickly, which limits opportunities for children to practise skills such as opening packets or managing belongings. When children become excitable or fidget during group times, the childminder reminds them to listen and follow the rules, helping them re-focus.

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Behaviour, attitudes and establishing routines Expected standard

Children show a developing awareness of feelings through simple language such as "we are feeling calm today." Children who find it difficult to remember behaviour expectations and those with barriers to their learning receive reassurance and strategies to help develop their understanding.

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Behaviour, attitudes and establishing routines Expected standard

The childminder discusses routines and the importance of attendance with families and explains the importance of regular early education.

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Children's welfare and wellbeing Expected standard

Children are cared for warmly and feel safe in the dedicated cabin and garden. They show secure attachments to the childminder. The childminder supervises closely and responds sensitively when children need comfort including those with barriers to their learning who require additional support to feel secure. The childminder has clear policies and procedures that support children's safety and wellbeing which are followed consistently.

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Children's welfare and wellbeing Expected standard

Intimate care is carried out appropriately with consistent hygiene routines. Children wash hands in the portable sink and learn simple self care skills, which supports independence. They develop an awareness of hygiene practices that support their health such as not eating food that has dropped on the floor and only drinking from their personal cups.

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Children's welfare and wellbeing Expected standard

Nutrition is monitored carefully. The childminder shares guidance with parents about tooth friendly foods and sends unhealthy items home with clear explanations for parents about how they impact on children's health. She follows up with emails or meetings when needed, helping families understand expectations.

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Children's welfare and wellbeing Expected standard

The childminder ensures that mealtime are safe. She gathers essential information about allergies and health conditions when children join. The childminder checks children's lunchboxes for any allergens before they are given to children. The childminder understands the importance of safer sleep guidance. She follows safe practice such as placing children on their backs and carrying out regular respiration checks on sleeping children.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that helps children develop independence, confidence and early skills before the next stage in their education. The childminder uses observations and next steps to plan activities that build on what children already know. When progress slows, she adds more opportunities to practise skills such as counting, language or personal hygiene.

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Curriculum and teaching Expected standard

Teaching is mostly effective. The childminder models language during playdough activities. She uses words such as 'big', 'bigger' and 'biggest' and introduces new words such as 'plantain'. The childminder uses clear actions and language to describe what children are doing. This helps them to connect language to their experiences and broaden vocabulary.

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Curriculum and teaching Expected standard

The childminder uses songs supported by finger puppets to engage children in group times. Children show enthusiasm as the childminder encourages them to follow actions and count their fingers. Children with special educational needs and/or disabilities are supported to engage in learning through carefully considered adaptations, such as smaller group activities.

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Curriculum and teaching Expected standard

Children's learning is not consistently extended. Some activities end quickly when children lose interest, and opportunities to deepen learning, such as exploring money or weighing items, are not always maximised. For example, the childminder does not always recognise when to stretch children's thinking or sustain engagement, especially outdoors when planned activities do not hold attention for long.

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Inclusion Expected standard

Children's needs are identified early through close conversations with families and ongoing observations. The childminder uses individual support plans to understand what each child needs and shares simple strategies with parents, so learning continues at home. This helps children with emerging delays, such as limited speech or confidence, make steady progress. Parents are involved in ongoing discussions about the progress children make. The childminder reviews strategies regularly to ensure that they are having the best possible impact on children's progress.

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Inclusion Expected standard

Children with special educational needs and/or disabilities or emerging needs receive targeted support through adaptations to the curriculum and teaching. For example, children who struggle with communication practise single words during shared play and use additional tools such as visual prompts to support their growing vocabulary. Children who need help to manage their feelings use breathing strategies or take short walks outside with the childminder to feel calm. These approaches help children feel secure and able to re engage in learning.

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Inclusion Expected standard

Children facing other barriers, such as separation from parents or low confidence, are supported sensitively. The childminder adapts interactions to meet individual children's needs such as ensuring they have time to settle before engaging in activities. Parents spoken to describe strong communication and feel confident that their children are safe and supported.

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Inclusion Expected standard

Children are understood well and receive appropriate help. They generally make suitable progress from their starting points.

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Leadership and governance Expected standard

Leadership is generally reflective and focused on maintaining a safe, organised environment where children can flourish. The childminder has a clear vision for what she wants children to achieve during their time with her. The childminder recognises when practice needs to change and adapts routines or expectations accordingly. She values feedback from parents and uses this to adapt her provision where necessary. The childminder carries out regular observations of the quality of teaching to recognise any areas for development that can support assistants with their interactions. She provides regular feedback that supports practice to develop.

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Leadership and governance Expected standard

The childminder attends regular training through the local authority and online platforms. She shares learning with any assistants that she works with. However, opportunities for them to access independent professional development are limited, as the childminder shares her own training with assistants instead of seeking opportunities for assistants to attend more personalised learning. This means that improvements to the quality of teaching are not consistently supported.

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Leadership and governance Expected standard

The childminder provides regular supervision for any assistants where she provides an opportunity for them to discuss safeguarding, workload, children's progress and areas for development. This helps support their confidence and ongoing progress.

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Leadership and governance Expected standard

Partnerships with professionals are developing. The childminder knows where to seek help, such as signposting families to GP's or discussing concerns with external agencies. She works closely with parents, sharing updates through online systems. She holds meetings when attendance or children's behaviour needs support.

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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 experience a warm, homely environment where routines help them feel secure. They arrive confidently and settle quickly because the childminder greets them with familiar songs and friendly interactions. Children move between the cabin and garden with ease, showing they understand the daily routine and feel comfortable in the space.

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

Children enjoy a wide range of play experiences. Indoors, they make playdough, talk about colours and learn how to add flour when the mixture becomes sticky. This helps children

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Inspector:

develop language and early problem solving skills. Outdoors, children scoop coloured pasta, blow bubbles and explore the shop role play area. These experiences support early maths as children look at money or compare the size of peppers. The childminder narrates alongside children's play and asks questions such as "What do you think is inside the bell pepper?". This supports children to develop their thinking skills and talk about their ideas.

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Inspector:

Children belong because relationships are warm and inclusive. They thank each other when sharing toys and enjoy group songs which strengthens social connection. Overall, minor disputes are managed through simple language and role modelling, helping children learn cooperation. Children make choices throughout the day, such as selecting bowls at lunchtime or choosing outdoor play, which supports independence.

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Inspector:

Children with special educational needs and/or disabilities are supported well. The childminder develops a secure understanding of each individual child and how best they can be supported. This means that any barriers to learning are being removed and children successfully engage in learning.

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Inspector:

Children thrive emotionally. They hear language about feelings and receive praise. Children show pride when managing tasks such as washing hands or pouring drinks. As a result, children feel safe, supported and ready for their next steps.

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Inspector:

The childminder recognises the importance of attendance and works closely with parents to develop an awareness of the benefits of early education in preparing children for the next stage in their education.

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Next steps

The childminder should strengthen professional development for assistants, so the quality of teaching becomes more consistent. The childminder should develop the use of behaviour support strategies to promote positive reinforcement and help children develop a deeper understanding of expectations.

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About this inspection

The inspector spoke with the childminder, assistants and parents 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 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. Clare Ford

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About this setting

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

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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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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

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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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