Childminder

Childminder

Unique reference number (URN): EY334759 Registered with Ofsted: 03/07/2006 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 secure progress through a curriculum that encourages their curiosity and confidence. They become deeply engaged in play and demonstrate imaginative skills, for example, naming toy dogs and creating stories around them. Children are keen to learn and become absorbed in activities. For example, they concentrate for lengthy periods when making pictures with glue and paper. From their starting points, children achieve well across all areas of learning. Children at risk of falling behind in their learning benefit from tailored activities that help them to catch up in their learning and achieve well.

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Achievement Expected standard

Overall, all children, including those who face barriers to their learning, develop secure skills and knowledge that prepare them well for later learning and, eventually, school.

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Behaviour, attitudes and establishing routines Expected standard

Children thrive in a calm and positive environment where behaviour expectations are clear and consistent. The childminder sets high standards, teaching children right from wrong and helping them to develop a sense of responsibility. She promotes good manners and respectful attitudes, preparing children for later life and the expectations of society.

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Behaviour, attitudes and establishing routines Expected standard

Warm relationships give children confidence. The childminder's praise and encouragement help them feel proud of their achievements, and they are keen to keep trying when they face challenges. Children learn to share and cooperate, for example, dividing 'bones' between toy dogs in play.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established, and the childminder promotes punctuality and attendance so that children benefit fully from their time in the setting. She considers each child's age and stage of development when guiding them to meet expectations. Links with other childminders help to widen children's friendships and social confidence. A culture of kindness and care runs through daily practice, helping children grow into confident, respectful learners who are ready for the next stage of their education.

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Children's welfare and wellbeing Expected standard

The childminder supports children's welfare effectively through consistent care and attention to individual needs. The childminder works closely with parents to provide healthy meals and snacks, supporting good nutrition. Established routines help children learn habits that protect their health. The childminder is aware of local concerns about young children's dental health. She teaches children about the importance of this in playful ways, such as using a crocodile model so that children can practise good tooth-brushing techniques. The childminder demonstrates how to wash hands thoroughly and explains the importance of germs being removed, building children's understanding of how to care for their bodies.

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Children's welfare and wellbeing Expected standard

Secure relationships with the childminder give children confidence and a strong sense of belonging. She helps them to recognise and manage their emotions, for example, through activities that explore feelings using characters such as 'The Grinch'. Children learn to express themselves and develop resilience in daily routines. The childminder considers each child's age and stage of development when planning care, ensuring that routines such as feeding and sleeping meet individual needs. An inclusive environment with high expectations for welfare and wellbeing ensures that all children thrive and are well prepared for future learning and life.

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Curriculum and teaching Expected standard

The childminder plans carefully and focuses on what she wants children to learn, using what she knows about them from her accurate assessments. She sequences activities so children build on what they already know. For example, she teaches mathematics step by step, helping young children to identify one, two and three 'bones' during a game where they pretend to feed dogs. This helps to move children forward from reciting numbers to understanding what those numbers mean.

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Curriculum and teaching Expected standard

The childminder supports children's developing language well overall. For example, she has created a 'talking house', where they sit face to face to practise conversation and learn body language and social cues. The childminder talks to children during play. Her questions, however, sometimes need only a simple answer, or are asked too quickly to give children time to think and respond. At these times, this limits opportunities for children to think more deeply and to use more spoken language.

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Curriculum and teaching Expected standard

Children have plenty of opportunities to develop large and small physical skills. For example, the childminder creates games where children must pinch small pegs to match colours and shapes. She provides opportunities for children to be active, for example, during visits to parks and play areas.

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Curriculum and teaching Expected standard

The childminder works hard to support children to be independent, confident and resilient in preparation for the next stage in their learning. Social experiences, such as meeting up with other childminders and children, help them to develop friendships and to learn to understand and consider the needs of others.

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Inclusion Expected standard

The childminder identifies children's individual needs through careful observations and regular discussion with families. She notices when children need extra help and takes appropriate steps to support them. She works to reduce barriers so that all children can benefit from the quality care and learning that she provides. She has previous experience of caring for children with special educational needs and/or disabilities and has completed training in meeting children's individual needs effectively.

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Inclusion Expected standard

Inclusive practice is central to the childminder's approach. Children learn to see differences as positive, with the childminder promoting the message that 'everyone is unique and different is good'. She raises children's awareness of other cultures through festivals and celebrations, trying different foods, dressing up and exploring stories.

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Inclusion Expected standard

The childminder adapts routines and resources to meet children's needs. She keeps track of children's progress and reviews the support she provides to check it is making a difference. She works with families and professionals when needed, so children receive the right support at the right time.

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Inclusion Expected standard

Additional funding is used thoughtfully to enhance opportunities for children who receive it. The childminder checks its impact to make sure all children benefit and make progress.

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Leadership and governance Expected standard

The childminder shows commitment to providing high-quality care and education. She attends training that helps to strengthen her teaching, for example, by introducing scales and tape measures to build children's mathematical understanding. She reviews her provision regularly, focusing on the needs of the children she currently cares for, and she identifies where improvements are needed. Her day-to-day practice follows children's interests, which keeps learning relevant and engaging.

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Leadership and governance Expected standard

Partnerships with parents are, overall, well established. However, the childminder does not habitually share her aims for learning clearly, for instance when introducing new skills such as drinking from an open cup. This does not support children to continue practising new skills at home.

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Leadership and governance Expected standard

The childminder wants the very best for every child in her care. Their wellbeing, learning and happiness are at the forefront of every decision she makes. She sees the potential in every child and works hard to meet their needs.

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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 cared for in a safe, welcoming environment where their individuality is noticed every day. The childminder considers the world through their eyes and shapes experiences that spark their curiosity and joy. Parents describe her as an 'important adult' in their child's life and say they 'could not be happier' with the care she provides.

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

Children show a sense of belonging. Visits to group sessions in the community give them chances to build friendships. They are included in everything, with routines adapted so no child feels left out. Parents are welcomed warmly and consider the childminder to be part of their extended family. These close and meaningful relationships help children to feel secure and confident.

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Inspector:

Clare Wilkins Learning is woven into everyday activities, and this helps children to achieve well. Preparing snacks, tidying up, or walking through the local community all become opportunities to practise skills or discover something new. The childminder makes sure everyday routines are maximised for learning, so children grow in independence and confidence. Real-life experiences enrich the curriculum and help children to connect their learning to the world around them. Children progress well. The childminder knows how to support those who need extra help, so any barriers to their learning are reduced.

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Inspector:

Children enjoy their learning and show pride in what they can do. Their regular attendance helps them to benefit from consistent routines that help them feel settled. Overall, children are cared for, included and inspired. They enjoy learning, achieve well and thrive in a setting that balances care with purposeful teaching, preparing them well for later life and learning.

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Next steps

The childminder should strengthen interactions with children, being sure to give them more time to think and respond to her questions to build their language skills even further. The childminder should share more detailed information about children learning with parents to enable a more shared approach to children's learning.

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About this inspection

The inspector spoke with the childminder and children during the visit and took account of written feedback from parents.

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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,Friday : 07:00 - 20:00

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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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