Childminder

Childminder

Unique reference number (URN): EY221816 Registered with Ofsted: 06/06/2002 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 socialise with peers from other settings. For instance, children attend local playgroups and meet new children. This helps them to build relationships in readiness for their school transitions.

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Achievement Expected standard

Children make progress in their learning and development. They are motivated to explore, try new activities and develop new skills. For example, children persist with puzzles, attempt new physical challenges and use language to express ideas, demonstrating growing confidence and a sense of achievement. Children progress through the curriculum and are ready for their next stage of learning.

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Achievement Expected standard

Communication and language are prioritised throughout the curriculum. The childminder regularly asks questions to extend children's communication skills. Children talk with confidence and are beginning to use a wide range of vocabulary and longer sentences.

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Behaviour, attitudes and establishing routines Expected standard

Overall the childminder supports children's understanding of expected behaviour and respecting others. She gives gentle reminders and prompts to children. For instance, she reminds children to share resources and talks to them about their feelings. She has identified children need more support to enable them to consistently share and take turns. However, the childminder's teaching does not always support children to have a clear understanding of the childminder's expectations and the impact of their behaviour on others. As a result, on occasions, children do not always have positive attitudes to each other.

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Behaviour, attitudes and establishing routines Expected standard

Children engage well in a range of activities that challenge their thinking. For instance, children talk about the role of the dentist as they use role-play equipment to clean and count teeth. The childminder further extends their learning through books and stories. These opportunities help children to become confident and develop a positive attitude to learning.

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Behaviour, attitudes and establishing routines Expected standard

Routine daily activities, such as tidy-up time, help children to gain an understanding of respecting their environment. The childminder is a good role model to children, narrating and demonstrating during these times. This helps children to take pride in doing things for themselves and demonstrates kindness.

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Children's welfare and wellbeing Expected standard

Mealtimes are used effectively as social learning opportunities, where children develop their understanding of healthy food choices. The childminder supports children to recognise a range of fruits and vegetables, and children show confidence in identifying and choosing these foods. These shared routines also strengthen children's positive relationships with the childminder, as they engage in meaningful conversations about their preferences and experiences. As a result, children develop positive attitudes to healthy eating and feel secure and valued within the setting.

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Children's welfare and wellbeing Expected standard

Children show developing independence that is well supported by consistent routines and high expectations. Older children competently manage their own self-care, including washing and drying their hands, with minimal adult guidance. Younger children demonstrate growing confidence as they sit at the table and feed themselves, requiring little support when needed. Across the setting, children use age-appropriate tools safely and effectively, handling one-handed tools, such as knives, to cut their fruit. As a result, children build secure self-help skills and strengthen their fine motor skills.

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Children's welfare and wellbeing Expected standard

The childminder recognises the importance of rest and ensures that children have opportunities to relax in a calm and nurturing environment. During quiet times, children look at books, listen to stories and enjoy warm, comforting interactions with the childminder. This helps children to regulate their emotions effectively and provides a sense of wellbeing that supports their readiness for learning.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that builds on children's interests and prepares them for their next stage of learning. The childminder knows children well and uses her knowledge of child development and regular assessment to decide what children broadly need to learn next. For example, older children practise their self-care skills in preparation for school. Although the childminder has identified some individual next steps for children, they are not yet precisely targeted so that each child can make the best possible progress.

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Curriculum and teaching Expected standard

Children display a love of books and stories. They regularly take books to the childminder for her to read to them. Younger children independently explore books, turning the pages carefully. The childminder introduces children to new vocabulary as she reads stories to them. These experiences promote children's early literacy skills.

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Curriculum and teaching Expected standard

The childminder prioritises meaningful interactions and is a good role model to children. During play, she models the use of correct speech by repeating words back to children. This helps children to identify and consistently hear the correct pronunciation of familiar words.

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Curriculum and teaching Expected standard

Children's physical development is prioritised. Children have access to equipment to support their gross motor skills. For example, children attend the local parks to practise their skills on large equipment. Younger children are confident and able to sit at the table with their peers. The childminder understands the steps and sequences to support children's physical development from an early age. Children form secure, trusting relationships with the childminder, seeking comfort and guidance when needed. Her warmth and attention support their confidence, cooperation and sense of belonging, enabling them to engage fully in activities and build positive relationships with others.

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Inclusion Expected standard

The childminder demonstrates a clear understanding of how ongoing assessment informs her knowledge of each child's needs and progress. She monitors children's development effectively and uses this information to identify any emerging gaps in their learning. Where appropriate, the childminder knows how and when to liaise with external professionals to ensure children receive the support they need. As a result, children make steady progress from their individual starting points, and any additional needs are recognised and addressed swiftly, ensuring children are well supported in their learning and development.

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Leadership and governance Expected standard

The childminder attends regular training and professional development opportunities to improve her practice. She uses a range of training methods to support her ongoing improvements. For example, the childminder attends network events with other professionals to reflect and evaluate her current practice. This helps the childminder develop her existing skills and keep up to date with any changes.

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Leadership and governance Expected standard

The childminder works closely with other professionals, such as the local authority early years team. She engages well with regular visits to her setting. This helps the childminder to celebrate what is working well in her setting and provides opportunities for further reflection on any improvements that will help to build on positive changes for children.

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Leadership and governance Expected standard

During transitional periods for children, such as moving to school, the childminder liaises with other professionals to help children have a positive experience. The childminder shares information with teachers that will help to build positive relationships with children and enable them to have an overview of the child and their individual needs. This helps children to settle quickly and with confidence in their new setting.

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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, nurturing and well-organised day where they feel safe, valued and ready to learn. The childminder prioritises children's wellbeing, consistently supporting them to develop healthy routines. She washes her own and the children's hands after wiping noses and talks to them about covering their mouths when sneezing, helping them understand how germs spread. Through role-play activities, such as cleaning teeth and visiting the dentist, children become familiar with dental hygiene. Nutritious meals, including wholemeal toast, pasta, fruit and cereals, further promote children's healthy habits.

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

Children enjoy daily visits to local parks while the garden is being renovated, giving them regular opportunities for physical play and exploration. Weekly sessions at a local playgroup

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Inspector:

Jade Patten with a small group of childminders help children build confidence in wider social settings. Termly weekend coffee mornings enable families to meet one another and see their children playing happily with their peers, helping children and families feel a strong sense of belonging.

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Inspector:

Books are easily accessible, and children independently explore stories as well as sharing them with the childminder. Older children confidently ask questions, such as 'What's that?', as they investigate pictures. The childminder sensitively builds on their curiosity, asking questions, such as, 'Do you think the green frog is happy?', to encourage talk about feelings and kindness. Acts of positive behaviour, such as children passing one another their drink, demonstrate that children are developing empathy and social awareness.

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Inspector:

The childminder has a secure understanding of each child's development and uses ongoing assessment to plan purposeful next steps. She is clear about what children need to learn to be ready for school. The childminder is now beginning to identify priorities to strengthen her curriculum and teaching further, which will help her build on the foundations already in place.

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Next steps

The childminder should target next steps for individual children's learning more precisely to ensure children make the best possible progress. The childminder should develop further opportunities for children to practise their turn- taking skills to help them consistently demonstrate positive attitudes to their peers.

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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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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,Wednesday : 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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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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