Childminder

Childminder

Unique reference number (URN): EY292540 Registered with Ofsted: 23/09/2004 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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Achievement Expected standard

Children make progress in their learning and development from their individual starting points. They benefit from a learning environment that supports and challenges them to build their knowledge, skills and understanding over time. As a result, children gain knowledge and confidence they need to succeed.

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Achievement Expected standard

Children who are disadvantaged or those who have special educational needs and/or disabilities make progress from their starting points. They develop alongside their peers and are supported to overcome barriers to learning. Early identification of children's emerging needs and close partnership work with parents and other professionals ensure children are well prepared for the next stage in their learning. For example, children develop foundations in their communication, independence and personal, social and emotional skills. Children increasingly sustain their attention during activities and show confidence in exploring their ideas. Children are confident, curious and motivated learners.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a supportive setting where children are motivated to explore their own ideas and work through challenges independently. For instance, they enjoy designing and building ramps to roll cars along. Children are encouraged to explore and to take part in activities with enthusiasm. They develop a strong sense of belief in their abilities and readily invite the childminder to join their play. The childminder successfully captures children's interests, nurturing their curiosity and excitement for learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive interactions and sets consistent expectations through clear rules and boundaries. Children demonstrate care and consideration for one another and are developing an understanding of appropriate behaviours and emotional regulation.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents to address any potential challenges to regular attendance. For example, she organises 'cake and tea' mornings to discuss the value of consistent attendance and highlight the benefits this brings to children's development.

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Children's welfare and wellbeing Expected standard

The childminder has a holistic approach to meeting each child's individual welfare and wellbeing needs. She has built strong, positive relationships to support children's development and enable them to flourish. The childminder remains alert to changes in children's personal circumstances and responds sensitively, offering appropriate support.

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Children's welfare and wellbeing Expected standard

Clear policies and procedures form the foundation of the childminder's practice and help to promote children's good health and overall wellbeing. Effective hygiene routines are firmly embedded with daily routines. For example, children are taught how to wash their hands correctly and are supported to manage personal care tasks such as blowing their nose.

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Children's welfare and wellbeing Expected standard

The childminder actively promotes healthy lifestyles by teaching children about the importance of nutritious food and the importance of daily physical exercise. For example, children enjoy walks in the fresh air as they visit local parks and woodlands. Children are encouraged to explore a range of foods, textures and tastes. The childminder ensures that children are registered with a dentist and promotes positive attitudes towards dental hygiene and routine health care. This experience helps children become familiar with new environments, builds confidence and develops positive attitudes towards maintaining their health.

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Curriculum and teaching Expected standard

The childminder demonstrates a secure understanding of the early years foundation stage and how children learn and develop. She has designed an ambitious curriculum that is carefully sequenced to meet children's individual learning and development needs. Ongoing assessment is used well to identify children's next steps and inform planning. Activities build on what children already know and can do. However, the curriculum for mathematics is not yet consistently embedded in practice. Furthermore, teaching is not always adapted to enable children to excel in their learning and development.

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Curriculum and teaching Expected standard

The childminder places a strong emphasis on supporting children's emerging language skills. She consistently models rich descriptive language during play and daily routines and frequently shares stories and rhymes with children. She uses repetition to reinforce new language and asks open-ended questions, giving children time to think and respond. This practice helps children to develop confidence in their speaking and listening skills.

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Curriculum and teaching Expected standard

Children's personal, social and emotional development is prioritised. The childminder ensures that children feel safe, settled and secure through nurturing relationships, consistent routines and a calm and welcoming environment. Children enjoy attending many groups in the local community, where they are able to develop their confidence in larger social situations.

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Inclusion Expected standard

The childminder demonstrates a strong commitment to inclusion by knowing the children in her care extremely well. She has a secure understanding of their individual needs and skilfully makes adaptations to ensure her practice is fully inclusive. Children's progress is monitored regularly through observations, assessments and ongoing communication with parents and professionals. Emerging concerns are sensitively discussed, which helps to ensure a shared understanding and a consistent approach.

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Inclusion Expected standard

The childminder takes effective action to reduce barriers to learning by adapting activities, resources and routines to meet children's individual needs. For example, she uses screening tools to help her identify and support children with emerging communication difficulties. She works closely with other stakeholders, such as health visitors and early years advisers, to ensure children receive timely and appropriate support.

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Inclusion Expected standard

Funding is used effectively and benefits children's learning and development. The childminder undertakes relevant training to ensure that all children, including those with special educational needs and/or disabilities or those who face barriers to their learning, thrive and succeed.

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Leadership and governance Expected standard

The childminder works in close partnership with parents and other professionals. She shares information to support a consistent and joined-up approach to children's care and learning. Parents speak positively about the childminder's commitment to their children and value the regular communication, guidance and support provided.

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Leadership and governance Expected standard

The childminder routinely evaluates the quality of her provision and considers the views of parents, including where aspects of the curriculum can be strengthened further. She has made notable improvements since her last inspection and demonstrates a clear understanding of her strengths and areas for further improvement. For example, she is working towards incorporating more technology into children's play and developing her own digital skills.

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Leadership and governance Expected standard

The childminder ensures all required training is completed to keep her knowledge current. She engages in ongoing professional development to ensure she is well equipped to meet the individual needs of every child.

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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 flourish in this warm and welcoming setting where they are celebrated as individuals and their voices are heard. The childminder offers an abundance of cuddles, reassurance and encouragement whenever children feel worried or uncertain. This helps children to feel settled and to grow in confidence as they try new things. Children make independent choices in their play and show curiosity and enthusiasm for their learning. Children thrive and are well prepared for the next stage in their learning and development.

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

The childminder gathers comprehensive information from parents during initial settling-in visits. This enables her to adapt her practice to meet children's individual needs. For

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Inspector:

Karen Cox example, she notices when children have an interest in transport toys or favourite stories or rhymes. Flexible arrangements support children as they transition into the setting.

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Inspector:

Children benefit from opportunities to explore their local community, including soft-play centres and groups with other childminders. These experiences help children develop confidence, learn to play alongside others, share and to take turns. The childminder is responsive to children's emotional needs and recognises when additional support may be required. Children manage their emotions well and treat each other and the childminder with kindness, understanding and respect. This helps to create a harmonious environment.

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Next steps

The childminder should further strengthen her ability to adapt her teaching so that children excel even further in their learning and development. The childminder should strengthen the curriculum for mathematics to broaden children's understanding of mathematical concepts.

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About this inspection

The inspector spoke with the childminder 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,Friday : 07:30 - 17:30

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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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