Childminder

Childminder

Unique reference number (URN): EY253395 Registered with Ofsted: 20/01/2003 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 make progress steadily through the curriculum from their starting point. The curriculum supports them to develop the foundational knowledge they need to help them progress on to the next steps in their development. However, some learning is not consistently supported to help children to progress in all areas, as the childminder focuses on children's interests rather than on the planned activity and intentions. The childminder encourages children to listen, talk and extend their vocabulary in everyday routines. This helps children to become confident communicators and supports their wider achievement across the seven areas of learning.

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Achievement Expected standard

Disadvantaged children, those with special educational needs and/or disabilities and those known to children's social care would have the appropriate support in place to make progress from their starting points. The childminder adapts activities so that barriers to learning are reduced. Children are well prepared for their next stage of learning. They develop independence, confidence and age-appropriate skills that equip them for school and life beyond the early years.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a positive, welcoming environment where expectations for behaviour are clear and typically reinforced. Children follow the relaxed routines and understand that their voice is respected and listened to. For example, if children want to play with a different activity, the childminder responds quickly and adapts the activity, following the child's interests. This typically motivates and engages children in their learning. The childminder is a positive role model, treating all children with kindness, care and respect. She encourages children to learn to collaborate, share and get along with others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder develops warm, trusting relationships with children, which supports their confidence and sense of belonging. All children have good attendance, and the childminder is prepared to prioritise and promote attendance when necessary. The childminder works closely with families to support children's learning at home, sharing information about their development and activities in the setting. The childminder considers every child's age, stage of development and individual circumstances when supporting them to help shape the intentions for the curriculum and each child's next steps. The childminder readily follows children's interests, and this means her learning intentions for them may not always be met. However, children do develop positive attitudes to learning and show growing independence.

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Children's welfare and wellbeing Expected standard

The childminder considers children's welfare and wellbeing throughout. Care practices are effective in meeting children's individual needs. The childminder understands to adapt her support, considering children's various routines and needs. She supports families in the toilet training process, offering guidance to those who need it. She is responsive to what children need and builds secure relationships to support children in feeling safe and confident to take age-appropriate risks.

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Children's welfare and wellbeing Expected standard

Children are encouraged to develop an understanding of their physical health and personal safety. Practitioners promote healthy choices through daily routines, tailoring this support to each child. For example, the childminder promotes healthy, balanced diets for children, while recognising the importance of ensuring children who have food aversions feel comfortable to eat. She then may adapt suggestions for 'healthy' eating for these children. Children are also supported to recognise and manage their emotions, with the childminder identifying feelings and modelling calm, appropriate responses and solutions to those feelings. The childminder strives to teach older children about the risks associated with digital technology and how to keep safe online. As a result, children thrive in a caring environment that supports their emotional security and readiness for future learning.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that aims to promote children's independence, everyday skills and emotional security, preparing them for the next stage of education. She follows children's interests, ensuring the curriculum reflects their needs. While her intentions for learning are clear, implementation is not always consistent, and, at times, the focus on interests means learning goals are lost. More purposeful planning could strengthen outcomes. Children are offered opportunities across all areas of learning, with activities sequenced to build on what they already know. For example, the childminder supports babies with tummy time before helping them progress to sitting.

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Curriculum and teaching Expected standard

The childminder promotes language development. She narrates throughout the day, introducing ambitious vocabulary and encouraging communication through play. Mathematical concepts are woven into daily routines, such as asking, 'Is it heavy?' when children fill a bag with cars, helping them gain confidence with mathematical language.

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Curriculum and teaching Expected standard

Children's physical, personal, social and emotional development is also emphasised, with the childminder modelling positive behaviour and supporting children to manage their feelings or walk safely on outings. Teaching is adapted for disadvantaged children, those with special educational needs and/or disabilities and those known to social care. Assessments are used to identify starting points and tailor teaching, ensuring barriers to learning are reduced.

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Inclusion Expected standard

The childminder shows a clear commitment to inclusion. She regularly assesses and reviews children's individual needs and uses this information to plan next steps or appropriate support. Disadvantaged children, those with special educational needs and/or disabilities and those known to children's social care are included in all aspects of the childminders' provision and curriculum. She ensures that reasonable adjustments are made when necessary so that barriers to learning and wellbeing are reduced.

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Inclusion Expected standard

The childminder monitors children's progress carefully and makes adaptations to best support children, such as introducing different toys or activities or adjusting them to ensure they are accessible for all. As a result, all children make progress from their starting points. The childminder works with families and, when necessary, external professionals to support children's experiences. Families appreciate this, expressing they feel listened to and valued. The childminder understands how to use early years pupil premium funding to provide targeted resources and experiences to help disadvantaged children to completely access all areas of the provision and curriculum.

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Leadership and governance Expected standard

The childminder is dedicated to providing children in her care with a welcoming, inclusive environment that helps keep children safe. She understands the setting's strengths and is taking action to address areas of priority. This has led to a high-quality setting, and the childminder recognises that further work is needed to embed these improvements securely across the setting. The childminder always considers what is in the best interests of all children, including those who are disadvantaged, those with special educational needs and/or disabilities and those known to children's social care.

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Leadership and governance Expected standard

The childminder has adapted her practice to ensure that the workload is manageable. She seeks out professional development opportunities that aim to strengthen her own knowledge and confidence. The childminder works effectively with families and external agencies to support children and make appropriate adaptations, when needed. The childminder strives to ensure that children achieve and thrive in her care, ready for the next stage of learning.

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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

The childminder warmly welcomes children into this safe and caring environment. Children settle quickly and enjoy choosing various activities and toys to set up ready for the day. The childminder listens to children and follows their current interests, which gives children a sense of belonging, and, as a result, children are highly motivated and engaged in their play. The childminder is responsive to children and their individual needs. She takes opportunities to teach children how to keep themselves safe, such as learning about road safety when out on walks and having boundaries in place that she regularly reminds children of.

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

Children enjoy their learning and are motivated to explore the activities they have selected for the day. They forge positive relationships and develop their executive function skills, such

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Inspector:

Beth Wilson as learning to take turns. The childminder supports them to build on their independence, such as taking off their own shoes. The childminder considers the child's 'voice' and typically uses opportunities to build upon what children already know, so most children make progress from their starting points. Children with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care are considered in all aspects of the curriculum. The childminder adapts activities when necessary so that barriers to learning are reduced.

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Inspector:

Children play alongside their peers, learning to take turns and listen to one another with respect. The childminder is a positive role model that children learn from, showing kindness to all. The childminder has good relationships with families, and their contributions are regularly sought out and valued. The childminder creates a home-from-home setting that supports children with their transitions. Children have good attendance and are ready to learn. They build the confidence needed to develop age-appropriate skills and prepare them for the next steps in their education.

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Next steps

Implement a focused curriculum that ensures the delivery of activities is consistent with the learning intentions.

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About this inspection

The inspector spoke with the childminder, parents and children 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 setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 16:00

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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

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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