Childminder

Childminder

Unique reference number (URN): EY429980 Registered with Ofsted: 07/07/2011 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 Expected standard

The childminder provides a positive and nurturing environment. She consistently applies clear behaviour expectations. During inductions, the childminder shares her approach with families, ensuring that routines and boundaries are understood. As a result, children know what is expected. They demonstrate they feel secure and respond well to the calm and predictable environment. The childminder knows each child well. She takes account of their age, stage of development and their home routines when setting her expectations. Her tailored support enables children to understand and follow routines successfully, promoting their confidence, independence and social development. The childminder has formed warm and trusting relationships with children and their families. Children settle quickly, and transitions are managed well. Children seek comfort and reassurance when needed. They demonstrate confidence to explore the environment independently. Children engage

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Behaviour, attitudes and establishing routines Expected standard

The childminder models respectful interactions, encourages sharing and turn-taking during play and supports older children in resolving minor disagreements. This helps children to collaborate and build friendships with others. Children respond well to guidance and are developing important social skills. Attendance is promoted consistently. The childminder monitors children's attendance closely and communicates promptly with families. This supports children's wellbeing and ensures that they benefit from consistent routines.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm and welcoming environment for children. She engages with parents and carers to ensure that children's care needs are consistently met. She offers varied indoor and outdoor play experiences and opportunities to support children's individual development. The childminder forms consistent and affectionate relationships with children. She responds promptly to children's needs, fostering their trust. The childminder knows how to adapt her routines and activities to support children with special educational needs and/or disabilities (SEND) and those facing barriers to learning to ensure that all children can fully participate.

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Children's welfare and wellbeing Expected standard

The childminder helps children recognise and manage their emotions by naming feelings such as 'happy' and 'sad'. She offers reassurance to strengthen children's emotional

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Needs attention

security. The childminder establishes predictable routines, including transitions to lunch, outdoor play and care routines. This supports children in managing their emotions and helps them to feel secure and cope with changes throughout the day. The childminder gives praise to support children's self-esteem. She encourages independence during mealtimes and helps children to explore new experiences during free playtime and during outings. This supports children's developing confidence.

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Needs attention

The childminder supports physical development by providing activities that promote children's gross and fine motor skills, balance, and coordination. She implements age- appropriate hygiene routines and provides guidance to parents on healthy choices through her lunch box policy.

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Achievement Needs attention

The childminder does not consistently help children to achieve age-appropriate communication and language skills. She does not adapt interactions or use effective strategies to extend children's speaking, listening or early literacy development. Language is not modelled frequently enough to support expressive communication. As a result, this slows progress from children's starting points. While the childminder recognises that children develop at different rates and values their uniqueness, she has not implemented targeted approaches to ensure that children make sufficient progress in their communication and language development.

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Achievement Needs attention

The childminder supports children in making steady and timely progress in their physical development from their starting points. She plans activities to target children's physical development needs effectively. Positive relationships with children support their engagement and confidence in learning, and children make progress in their personal, social and emotional development through the planned activities and experiences in the community with the childminder. This helps children to gain more confidence with their social interactions and helps to prepare them for transitions to school.

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Curriculum and teaching Needs attention

The childminder's curriculum for communication and language lacks clear sequencing and is not prioritised. Although interactions are nurturing, they do not consistently promote and extend children's language development in meaningful ways. This is due to gaps in the childminder's knowledge of child development. The childminder should reflect on her curriculum for communication and language to help extend children's emerging communication skills.

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Curriculum and teaching Needs attention

The childminder creates a warm and positive atmosphere that supports children's personal, social and emotional development. The childminder develops children's understanding of mathematics as they play. For example, they compare different-sized objects and hear numbers, shapes and colours throughout the day. The childminder purposefully plans regular outings that support children's social skills, and she helps them to form positive relationships with others and gain confidence in different environments. The childminder enhances the physical development curriculum through visits to the soft-play centre to intentionally strengthen children's gross motor skills.

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Inclusion Needs attention

The childminder engages regularly with children's families. She monitors children's progress and carries out statutory checks. However, the childminder's identification of children's individual needs and particularly their communication and language development is not accurate enough. This is due to gaps in the childminder's child development knowledge. This means that children are not always supported effectively to make progress towards their age-related expectations. Further professional development and reflective practice are required to ensure that children's needs are identified and interventions are implemented to consistently support children's learning and development.

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Inclusion Needs attention

The childminder understands the importance of working with other professionals to provide support for children. Partnerships with external professionals will be used to help the childminder implement strategies and methods to support children who face barriers to their learning and development.

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Leadership and governance Needs attention

The childminder is aware of her setting's strengths, which include settling-in arrangements, her nurturing environment and partnerships with parents. Parents speak highly of the childminder. They appreciate the regular updates and comment that their children are happy and settled. However, the childminder acknowledges that communication with parents is not detailed enough to extend their children's learning at home. The childminder has plans to ensure that she remains informed about updates and changes in the early years sector. She is beginning to tailor her professional development plan and has identified training she would like to undertake. However, these plans are not yet clearly focused on improving practice, and training has not been linked to curriculum planning, children's achievements or the quality of the childminder's interactions. Communication and language development has not been prioritised as an area of focus. The childminder has not actively developed her

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Leadership and governance Needs attention

professional practice or sought training to improve her knowledge and skills. This has limited her ability to enhance children's progress in their communication and language development.

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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 demonstrate that they feel safe and secure in the childminder's care. They confidently seek comfort when they are tired, upset or hurt. Children show a clear sense of belonging and move around the childminder's home with ease. This reflects the strong and trusting attachments they have formed with the childminder. The childminder values children's individuality. Children independently access a range of toys and resources. They explore with enthusiasm and demonstrate confidence as they direct their own play and learning. The childminder respects children's choices and meets their unique needs promptly. This ensures that children feel valued and respected. Children are sociable, confident and developing good independence skills. The childminder provides effective support to help children understand age-appropriate boundaries and behaviour expectations.

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

Predictable routines help children feel emotionally secure, and consistent behaviour expectations further support their emotional development. The childminder ensures that children are kept safe and are well cared for. Children enjoy attending the setting and show enthusiasm for outdoor play. They develop a range of physical skills, such as accurate hand- eye coordination when throwing balls, aiming into large planters and playing catch. They also enjoy listening to short stories and nursery rhymes and show interest in rhymes with puppets. The childminder provides opportunities for children to develop their social skills through planned visits in the local community. Children go to a local playgroup, soft-play centre and on local walks, where they meet and socialise with other children and adults. The childminder understands the importance of children's consistent attendance. She communicates its importance to parents and how it will support children's progress and

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

Interactions between the childminder and children do not consistently focus on extending children's vocabulary and communication skills. This reduces the progress children make in this area of learning. Opportunities to develop typical age-appropriate vocabulary through interactions are not yet sufficiently embedded in practice. The childminder has not planned a professional development programme that will support her in identifying and supporting children's progress in the most vital learning and development areas.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this setting

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

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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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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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