Childminder

Childminder

Unique reference number (URN): EY296671 Registered with Ofsted: 15/11/2004 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 harmonious environment in which children are highly confident, behave extremely well and understand the childminder's highly positive expectations. Children have extremely positive attitudes to learning and are eager to engage in activities, focusing their attention through highly impactful interactions. The childminder ensures that all children can take part in all activities and adapts the resources and her interactions to suit their different stages of development.

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Behaviour, attitudes and establishing routines Strong standard

Children have warm trusting relationships with the childminder; she is a highly positive role model and encourages children's collaboration in their activities and games. She identifies where children need further support, such as in tidying up, and is highly successful in gradually encouraging this. For example, children willingly pack away the masks after a story, and older children place rubbish in the bin at snack time.

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Behaviour, attitudes and establishing routines Strong standard

The childminder adapts her approach so that children at different stages, including those who need extra help with communication, can join in alongside their peers. Parents confirm that children settle quickly. The childminder agrees a gradual start with parents when children begin so that they build up to their usual pattern of attendance and feel ready to learn.

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Children's welfare and wellbeing Strong standard

The childminder consistently promotes children's welfare and wellbeing through daily routines. She has a comprehensive knowledge of the children's individual care needs and responds quickly when children need reassurance or support. She adapts care routines to meet the needs of disadvantaged children. The childminder provides sensitive settling-in procedures, adapted to children's individual needs, so that children feel safe and emotionally secure.

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Children's welfare and wellbeing Strong standard

Children develop long-lasting safe and healthy habits. For example, they follow clear hygiene routines before meals and learn to use age-appropriate tools safely at snack time as they practise cutting fruit. The childminder talks with children about healthy food and works closely with parents to support consistent messages at home.

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Expected standard

Children benefit from daily physical play, including time outdoors, which supports their fitness and confidence. The childminder plans outings that widen children's experiences and help them learn about the world beyond the home.

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Achievement Expected standard

Children, including those who face barriers to their learning, make progress from their starting points. They gain knowledge and skills across the different areas of learning. For example, they use objects in play to represent numbers and notice when one is missing. They build strength and coordination as they handle tools and practise self-care routines.

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Achievement Expected standard

The childminder places high priority on children's communication and language. She uses songs, stories and talk during play to model new words and encourage children to join in. Children who need extra support with speech begin to use more words and phrases. For example, toddlers know some animal names and noises, and older children recognise a gazelle, gorilla and rhinoceros. However, some children do not always have enough time to think and answer, which limits how much they can show what they know. This means that some children do not improve their speaking as quickly as they do in other areas. Children develop the independence and confidence they need for the next stage, including school.

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Curriculum and teaching Expected standard

The childminder has an accurate understanding of the quality of the provision. She checks what children know and can do as they play and during planned activities. She uses this information to decide what to teach next and to organise experiences across the areas of learning and development. She gives high priority to children's social skills, confidence and emotional wellbeing so that they feel secure, persevere and join in.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language through songs, stories and everyday talk. She models new words and repeats them so children build their vocabulary. The childminder also builds children's early mathematics through play. For example, children use pretend money in the shop and use play dough and number boards to represent quantities, count and work out what happens when they add one more. She plans activities that strengthen children's hands and coordination, such as playing with dough and cutting fruit.

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Curriculum and teaching Expected standard

The childminder adapts routines and activities so that children who need extra support, including those with emerging speech and language delay, can take part alongside their peers. However, she does not consistently give younger children enough time to think and respond to questions. This limits how well she can build their speaking skills during group times.

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Inclusion Expected standard

The childminder identifies when children need additional support to take part fully, including with speaking and listening. She checks children's development and uses what she finds to adapt routines and activities so that children can join in confidently. She uses strategies that support communication and language, including narrating children's play, repeating and extending children's words and using songs, rhymes and story props to help children practise new vocabulary.

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Inclusion Expected standard

Parents confirm that the childminder shares regular updates about children's routines and learning. She works with parents and carers to support children's speech at home. Where children attend other providers, she shares information to help adults take a consistent approach and support children's next steps.

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Inclusion Expected standard

At times, the childminder does not always pause and direct questions carefully enough to ensure that all children have enough time to respond and show what they know. She continues to refine this so that children who communicate more quietly can contribute confidently.

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Leadership and governance Expected standard

The childminder is ambitious for children and provides high-quality care and education. She understands her strengths and areas for development. She reflects on her practice and chooses professional development that will benefit the children the most. For example, she has strengthened her approach to early mathematics so that children get regular chances to count, add one more and put numbers in order as they play.

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Leadership and governance Expected standard

The childminder engages effectively with parents to understand children's routines and development needs. Parents report that they receive regular updates about children's learning and daily routines. This has a positive impact on children's achievements and wellbeing. Where children attend other providers, the childminder shares relevant information so that adults take a consistent approach, including for children who need extra help to take part fully.

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Leadership and governance Expected standard

The qualified childminder keeps her safeguarding knowledge up to date and applies this through safe routines at home. She prepares resources and routines in advance so that she can focus her attention on the children throughout the day.

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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 happily attend this setting and quickly settle. They feel safe here, know they belong and greet one another before joining in play. Older children play harmoniously with younger ones and help at snack time. Children respond well to the childminder's high expectations and, with support, learn to manage their emotions and develop positive attitudes.

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

The childminder works successfully with parents, supporting regular attendance. She gets to know families and children's individual care and development needs, including any barriers to learning. Children who face barriers, including disadvantaged children and those with special educational needs and/or disabilities, join daily routines alongside their peers.

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Inspector:

Elaine Douglas The environment helps children to become increasingly independent. Young children know where to go to wash their hands, and older children manage their personal needs. Children learn safe practices and build a secure understanding of healthy eating. Older children work out which tool is best to cut an apple and keep trying, even when this is difficult. Children of all ages find their boots and wetsuits and persevere with putting them on, receiving the support they need to succeed. Children develop their physical skills as they explore resources, for example pressing buttons or using a soap pump in water play. They have daily opportunities to play outside with activities that strengthen their hands and support their coordination.

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Inspector:

Well-planned activities take account of children's different needs and interests. They thoroughly enjoy whole-group stories and eagerly find the matching masks to pretend to be the animals. They anticipate what comes next, concentrate well and enjoy joining in. Typically, the childminder provides effective support to develop children's language and communication skills. Young children benefit from learning alongside the older ones, although they do not always have enough time to think and speak, which limits how much they can show what they know.

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Next steps

The childminder should support younger children in having enough time to think and comment on what they know, to help them achieve even better communication and language skills.

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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 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 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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