Childminder

Childminder

Unique reference number (URN): 2749527 Registered with Ofsted: 25/09/2023 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 provides a welcoming and nurturing home environment, where children feel safe and respected. Children benefit from a harmonious and positive learning atmosphere, which is well embedded by the childminder, enabling them to thrive. The childminder sets clear expectations and boundaries, such as for running outside, which are consistently reinforced to help children understand these expectations. She reminds children to express their feelings and share well. As a result, children are well behaved, respectful and are developing trusting relationships with each other.

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Behaviour, attitudes and establishing routines Strong standard

Children play well together and show that they have developed strong friendships. They share resources, take turns and support one another during activities. For example, children work together to build towers with blocks, cooperate in role-play scenarios, such as driving the cars and collaborate when exploring in the sand and making marks on the chalk board. These experiences foster strong social skills and positive relationships.

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Behaviour, attitudes and establishing routines Strong standard

The childminder considers children's age, stage of development and individual needs when supporting them to follow expectations. Younger children receive gentle reminders and visual cues for routines, while older children take more responsibility, such as helping their peers. The childminder offers reassurance when needed and uses clear language to promote positive behaviour. Well-structured routines combined with child-led play with planned activities, give children security. The childminder works closely with families to promote regular attendance so children benefit fully from the learning opportunities.

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Achievement Expected standard

Children have regular opportunities to experience the seven areas of learning through well- planned activities and play supported by the childminder. She regularly observes and assesses children's progress to identify what they know and can do, using this information to plan for their next learning and tailor activities to meet individual needs. Throughout this, children are supported to develop a wide range of skills that prepare them for future learning, including making relationships and sustaining concentration. Children are happy and fully engaged in their choices of play and activities. They cooperate well with each other and show friendly and positive social skills with their peers.

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Achievement Expected standard

The childminder provides targeted support for those who need additional help, particularly in developing language skills. She works closely with parents to ensure continuity in learning and care, sharing strategies to support progress at home. As a result, children make steady progress across all areas of learning and show confidence, independence and curiosity in their play.

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Children's welfare and well-being Expected standard

The childminder works closely with families and professionals to meet individual needs, providing a secure environment with consistent routines that give children a sense of safety. The childminder helps children feel happy and confident. She teaches them to be kind, share and play nicely together, which helps them make friends and learn positive social skills. Children are supported to recognise, express and manage their emotions through consistent routines and positive interactions. The childminder offers reassurance when needed and uses clear language to help children talk about feelings, promoting a secure sense of emotional wellbeing. The childminder takes children out into the local community, giving them opportunities to explore and understand the world around them. These experiences broaden their knowledge and support their understanding of different people, places and environments.

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Children's welfare and well-being Expected standard

Effective hygiene routines are consistently maintained and followed, promoting children's health and safety throughout the day. The childminder works well with parents to give helpful guidance on supporting healthy lifestyles at home, such as how to maintain a healthy diet and the importance of regular dental visits. Despite this, the childminder does not consistently provide opportunities for children to learn about the impact of food and drink on their health. For example, children are not supported to understand where the food they eat comes from or how healthy eating affects their bodies. While some discussions and activities take place at times, these are not yet embedded into the curriculum and part of every day routines.

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Curriculum and teaching Expected standard

The childminder knows each child's individual learning needs well. She regularly observes and assesses children's progress to identify what they need to learn next, and any areas requiring targeted support. As a result, children continue to make progress from their starting points. The childminder plans and provides a curriculum that is inclusive of children's interests, supports learning and builds on what children already know. For example, when children use the different wheeled toys outside, they develop balance, coordination and spatial awareness. This strengthens their large physical skills.

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Curriculum and teaching Expected standard

The childminder is committed to preparing children for future learning. She promotes independence by encouraging them to dress for outdoor play and praising efforts to put on coats. The childminder supports a sense of belonging by helping children make choices, such as selecting books, and by encouraging them to tidy up and put away belongings. The childminder supports mathematical learning accordingly, by talking about colours and numbers and introducing concepts of space through play with magnetic resources. However, there is less focus on shape and measure.

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Curriculum and teaching Expected standard

The childminder understands the quality of the curriculum and makes informed decisions to strengthen practice. She uses observations and feedback to plan activities that build on what children know. For example, younger children develop pronunciation during story sessions, while older children extend vocabulary through descriptive language. A language- rich environment is promoted through songs, repetition, and adding new words to sentences. The childminder uses effective questioning and frequent opportunities for children to express themselves further to support communication and progress.

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Inclusion Expected standard

The childminder is aware of children's individual needs and differences. She works closely with parents to discuss each child's learning and emotional wellbeing needs. In addition, she shares information consistently through verbal interactions and a written format. Furthermore, the childminder provides guidance to parents on how they can support their child's development and emotional wellbeing at home. Through these discussions, she sets achievable targets to help every child make progress and reach their full potential.

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Inclusion Expected standard

The childminder adapts communication strategies to meet individual needs. For example, she uses songs with visual aids and interactive stories to promote language development. These approaches help children build confidence, improve communication and feel included. The childminder is confident of her role to work in partnership with external professionals, including social care, to secure appropriate funding and ensure a consistent approach to supporting all children's learning and development. She offers an inclusive environment and promotes consistent continuity of care.

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Inclusion Expected standard

The childminder takes effective action to reduce barriers to learning and wellbeing through inclusive practices and reasonable adjustments. She monitors progress and reflects regularly to ensure children achieve as expected. She understands the importance of working with families and external agencies and is aware of how additional funding should be used to support disadvantaged children. The childminder maintains a clear understanding of safeguarding procedures and is well prepared to prioritise these needs as required.

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Leadership and governance Expected standard

The childminder demonstrates she is professional, committed and has an enthusiastic approach to her role. She actively seeks and values parents' views. Feedback from them is positive and commends her genuine warmth, care, the activities she provides and her communication with them.

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Leadership and governance Expected standard

The childminder uses a reflective approach to her provision and actively identifies areas for continuous improvement. She is committed to enhancing her practice and engages in regular professional development. For example, to further her knowledge of supporting disadvantaged children or those with special educational needs and/or disabilities, she has proactively sought training in this area. There is scope to deepen her considerations for evaluation to elevate practice and enhance the provision for children's learning experiences even further.

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Leadership and governance Expected standard

The childminder demonstrates a clear vision for her setting, which includes appropriate training and decision-making that prioritises the best interests of all children, including those who are most vulnerable. This is evident in her approach to emotional development, as she ensures children learn to to recognise, express and manage their emotions. The childminder offers children reassurance when needed. She uses clear language, promoting a secure sense of emotional wellbeing. These practices reflect a strong commitment to creating an inclusive environment, where children's emotional and developmental needs are considered in daily decisions and planning.

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Leadership and governance Expected standard

The childminder understands her responsibilities to safeguard children, including the importance of ensuring that all household members are suitable. She adheres to a policy to prevent the misuse of mobile phones and understands her duty to provide information about significant events. These measures reflect her strong commitment to creating a safe and secure environment, where children can thrive.

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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 and feel safe and secure in the childminder's care. They are confident and enjoy the activities provided. Children show confidence in their independence as they select additional resources to extend their play and their interests develop. Children are actively engaged, have fun exploring and participate enthusiastically in purposeful learning experiences. The childminder responds sensitively to children's emotional needs, such as giving them praise and encouragement. Children have formed strong, and positive relationships and enjoy shared activities with their peers. For instance, they play cooperatively and show excitement and concentration during play. Communication and interaction are a particular strength of the childminder. She proactively engages with the children to help them consistently hear and develop new vocabulary.

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

The childminder knows the children well, understands their interests and monitors their development. This helps her tailor activities to support their current learning needs, such as repeating words clearly for children who need help with pronunciation. Children are supported to make choices, share ideas and explore outdoors. This helps them grow in confidence and build on their independence. Children show curiosity and creativity during their play. For example, when playing with cars, they create imaginative scenarios, such as taking their car to a car wash. Children confidently choose resources and practise their problem-solving and self-help skills.

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

The childminder understands her responsibilities to support all children, including those who are disadvantaged or those with special educational needs and/or disabilities. She recognises the importance of identifying emerging needs early. The childminder monitor's children's attendance to ensure consistency in care and learning. Children achieve well and make steady progress from their differing starting points. The childminder provides a curriculum that supports children's interests and stages of development, ensuring they gain age-appropriate knowledge and skills. For example, younger children are supported to develop early communication and self-help skills. The childminder has a sensitive approach

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this setting

Local authority: Oxfordshire to supporting children's learning and wellbeing. Families are warmly welcomed and their contributions valued; the childminder regularly shares strategies and seeks feedback to promote continuity of care and learning. Children's uniqueness is celebrated through tailored activities that reflect their interests and abilities, enabling them to flourish. For instance, when a child shows curiosity about cars, resources are provided to extend this interest further.

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Next steps

The childminder must seek ways to help children understand the importance of living a healthy lifestyle. The childminder must strengthen the teaching of mathematics to consistently build on children's understanding of shape and measure.

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About this inspection

The inspector spoke with the childminder 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.

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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

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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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