Childminder

Childminder

Unique reference number (URN): EY472892 Registered with Ofsted: 04/06/2014 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a highly nurturing environment, where children are treated with respect and care. She sets clear expectations for behaviour, tailored to each child's age and stage of development. The childminder supports children by staying close, acknowledging their efforts in sharing, and teaching them to interact kindly. Older children act as excellent role models, showing patience towards younger ones. Her calm and consistent approach promotes respect through clear rules, helping children feel safe and secure and develop a strong sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands that some children are still learning to manage emotions and provides clear strategies to support them. She acknowledges feelings and helps children name emotions, planning activities that build skills for future learning and school readiness. Children know what is expected and make choices about what to do next. They help tidy up before eagerly moving on to new activities. Children play happily together, sharing resources and offering help to friends. The childminder organises the day so parents, carers and children are prepared for activities. She maintains accurate attendance records and follows procedures for absences or missing children, ensuring children's safety and wellbeing

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Children's welfare and well-being Strong standard

The childminder has created an inclusive and safe environment. Children feel extremely confident to explore and express their emotions. The childminder supports children by validating their emotions and reassuring them that she understands how they feel. She recognises that children may need a slightly different routine. The childminder plans well so that children can take part in quiet activities at certain parts of the day, to help them to relax or manage their behaviours. This has a very positive impact on children and further develops their relationship with the childminder and each other.

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Children's welfare and well-being Strong standard

The childminder understands the importance of children enjoying mealtimes and the food they are eating. She ensures that she follows procedures rigorously to keep children safe. The childminder closely supervises children during snack times and mealtimes. She understands the individual needs of children's dietary requirements and the importance of adhering to these. The childminder prioritises clear communication with parents and carers

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Expected standard

to be consistent and help children to learn how to develop healthy lifestyles. She supports families with clear guidance about her policy for children having nutritious meals and snacks. The childminder encourages children to feed themselves so they become fully independent.

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Inclusion Strong standard

The childminder shows a deep awareness that all children are individuals with diverse needs, requiring responsive and tailored approaches. She takes time to get to know children and has firm strategies in place to make sure that each child can succeed. For those children who are developing their communication skills, the childminder celebrates each child's success to reinforce their confidence. She actively encourages children to use their home languages in their play and during conversations. This tailored support helps children to make swift progress in their communication and language skills.

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Inclusion Strong standard

Children benefit from a wide range of fun and stimulating experiences beyond the home that extend their learning. They regularly meet with other children at local play centres. The childminder uses these experiences to provide children with valuable opportunities to build friendships and develop their social skills. At the time of the inspection, there were no children attending with special educational needs and/or disabilities (SEND). However, the childminder demonstrated how she uses assessments to monitor children's learning and development successfully and describes the comprehensive and effective arrangements she has in place for children with SEND.

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Inclusion Strong standard

When further support is needed, the childminder can clearly explain how she would follow individual plans and work in partnership with parents, carers and other professionals. This includes how she would prioritise engaging with other professionals to support her plan for each child. The childminder fully understands the importance of working closely with parents and other professionals to support children's progress and to identify if early help is needed where necessary. She understands how to use additional funding, including early years pupil premium. She is clear that this is to benefit children's care and learning and development.

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Achievement Expected standard

Children are happy and curious in the nurturing environment the childminder has created. They benefit from activities that suit their individual interests and next steps in development. They receive lots of praise, such as for how well they have helped to clear the space for snack. These small achievements help children to develop positive self-esteem. Children smile with enthusiasm as they independently wash their hands and get seated to listen to a story.

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Achievement Expected standard

Children are curious and concentrate well. Due to the childminder's focus on children, children have time to think and respond to her open questions. Children benefit from the childminder celebrating their achievements. They persevere in tasks they find challenging. Children build on what they already know and develop essential skills needed for their future learning.

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Curriculum and teaching Expected standard

The childminder carefully considers her curriculum to support children's individual needs. She recognises how all children's learning journeys are different. She talks about supporting children's development confidently. The childminder works closely with parents to build on children's skills and knowledge. She values diversity and inclusion highly. Books and resources reflect a wide range of cultures and family structures. The environment has been well considered and planned to capture children's interests and curiosity.

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Curriculum and teaching Expected standard

The childminder places a clear focus on children's physical development. She plans daily outings in the local community so that children can enjoy physical play and exercise. The childminder knows what children can do and what they need to learn next. She uses this knowledge during their daily interactions with them.

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Curriculum and teaching Expected standard

Children have opportunities to develop their communication and language skills. They enjoy daily opportunities to sing and listen to stories to further enhance their language skills. Children are eager to take part in these small-group sessions. They enjoy spending the focused time with their friends and the childminder. Children smile and laugh, developing their confidence as the childminder is skilled at recognising when children's learning can be extended. She prepares resources to bring the story to life so that children can remain fully engaged. Children's early mathematical skills are developing well. They count confidently, exploring shape and space as they independently negotiate shape sorters and build with construction toys.

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Leadership and governance Expected standard

The childminder has a broad experience of working with children in the early years. She values her continuing professional development and keeps informed about the changes to the early years foundation stage. The childminder is reflective. She prioritises and reflects on her continuing professional development to identify areas she is interested in. However, the childminder recognises the need to focus her research and training more precisely to enhance her skills and knowledge to enhance outcomes for children further.

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Leadership and governance Expected standard

The childminder has worked closely with the local authority early years advisers and has a good understanding of the local community. She knows how to work with parents and carers and other agencies to give every child the best start in life. The childminder knows how to communicate with the local early years team so that she is well supported in her role.

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Leadership and governance Expected standard

The childminder reports that she feels valued by parents, who are responsive to her communications about plans for their children's progress and to support their wellbeing. She completes regular assessments of children's learning and shares these with parents to keep them well informed of what children have enjoyed during the day. This helps to ensure consistency in the care and education that children receive.

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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 arrive happy and show that they are ready to play and learn. They join in with complete enthusiasm with the activities the childminder prepares. Children enjoy digging and pouring in the tray filled with different materials to mix and measure. They are independent with the childminder's encouragement, which gives them confidence. Children smile and show pride in their achievements as they engage with the visitors. The childminder works closely with families. She gets to know each child from the start so that she can design her curriculum based on each child's starting points.

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

There is a clear two-way flow of information so that parents and carers know about their child's progress. She discusses her policies and procedures, such as for supporting children's regular attendance, and explains why this is important. The childminder offers children comfort and physical reassurance. She teaches them how to be independent as they self-select the resources they want to play with. The childminder acknowledges in language that children can understand. Children show that they have understood what she is teaching them. This includes the childminder explaining to children clearly why it is not safe to stand on the chairs and how they can reach the resources safely. The childminder acknowledges that children are listening. This reinforces children's understanding so that they can feel safe in the setting.

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

The childminder plans an engaging curriculum that helps children to gain enthusiasm for learning. She fully considers children's individual interests and makes sure that these are included. Children develop a love of books. The childminder uses props to help children to tell the story and remain fully engaged. Children enjoy the opportunity to retell familiar stories. They show kindness to each other as they share resources and wait their turn. This has a positive impact on children's personal and emotional development, helping them to be able to express their emotions and develop friendships.

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Next steps

The childminder should focus professional development toward areas that offer the greatest potential for improving expertise to strengthen teaching and interaction even further.

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About this inspection

The inspector spoke with the childminder and reviewed parents' written feedback.

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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.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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About this setting

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

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

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