Childminder

Childminder

Unique reference number (URN): EY442238 Registered with Ofsted: 26/03/2012 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 Strong standard

Children successfully develop the skills and knowledge they need for the next stage in their learning. The childminder creates a language-rich environment. She talks to children as they play and asks questions designed to support their thinking. Regular library visits encourage an early love of books. The childminder prioritises language development for younger children, for those with special educational needs and/or disabilities (SEND) and for children who speak English as an additional language.

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Achievement Strong standard

All children, including children with SEND, benefit from targeted plans and a robust approach to monitoring, which enables them to make good progress from their starting points. Children receive additional support tailored to their individual needs, helping them to meet their developmental milestones successfully. The childminder specifically promotes physical development very well to ensure that all children gain key skills in learning to walk and balance.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations of behaviour. She is a positive role model who uses polite language, such as 'please' and 'thank you', and shows respect and warmth towards all children. The childminder actively teaches and encourages children to treat others with kindness, care and respect. She responds swiftly and consistently to support children in understanding expectations and managing their behaviour effectively.

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Behaviour, attitudes and establishing routines Strong standard

All children have positive and secure attachments with the childminder and respond well to her care and guidance. She plans well-established routines that help children understand what is coming next, ensuring transitions between activities are smooth. For example, when children are invited for mealtimes, they eagerly finish their activities and come to the table.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works very closely with parents to promote children's attendance and places the utmost importance on children's welfare and good habits for future learning.

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Children's welfare and wellbeing Strong standard

The childminder is nurturing and highly responsive to the needs of children and their families, providing consistent and well-targeted support to meet individual circumstances. She makes thoughtful adjustments for children who need additional time to settle, ensuring they feel safe and secure. On the rare occasions when children become upset, the childminder describes their feelings to help them understand their emotions. She demonstrates a strong commitment to supporting children's emotional wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder provides children with a nutritionally balanced healthy diet, which sets children's health on a positive trajectory for the future. She works closely with parents, providing practical strategies to support families with children who have fussy eating habits. Parents comment positively on the effective support the childminder offers in helping children to develop healthier eating behaviours.

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Children's welfare and wellbeing Strong standard

Younger children and children with special educational needs and/or disabilities show an early awareness of personal care routines. The childminder is considerate of children's privacy, particularly during nappy changing.

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Curriculum and teaching Strong standard

The childminder's high-quality interactions develop children's communication and language skills. The childminder skilfully uses a range of engaging props during rhyme time to capture all children's interest. Children wait eagerly in anticipation, respond enthusiastically, and confidently copy actions and words from the rhymes. Children, including children with special educational needs and/or disabilities, demonstrate high levels of engagement and enjoyment of familiar stories, rhymes and songs appropriate to their age and stage of development.

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Curriculum and teaching Strong standard

The curriculum for the early years education programme is embedded and well sequenced. The childminder provides well-planned opportunities for all children to develop their fine motor skills, for example by using stampers for mark making and carefully peeling and placing stickers during Christmas craft activities. This helps to strengthen the small muscles in their hands and fingers. The childminder is highly responsive, sharing children's focus and encouraging their confidence and motivation as they persist with tasks and take pride in their achievements.

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Curriculum and teaching Strong standard

The childminder introduces mathematical concepts early. For example, she uses nursery rhymes to highlight numbers one to 5. At story time, she uses words such as 'big' and 'small' when reading 'Dear Zoo'. At mealtimes, children sign the word for 'more'. Children have started to use mathematics in the right contexts. This promotes children's confidence and enjoyment of mathematics.

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Curriculum and teaching Strong standard

The childminder uses ongoing observation and assessment of children's learning, along with input from parents and carers, to identify starting points for children's learning.

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Inclusion Strong standard

The childminder works in close partnership with parents to support early identification of children's needs. Parents comment on how well the childminder has identified and helped their children to receive the additional support they need, including accessing additional funding. This collaborative approach ensures that children receive timely intervention and consistent support.

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Inclusion Strong standard

The childminder makes informed decisions about how best to spend funding that children are in receipt of to support their next steps and progress, for example creating a sensory area or providing children with extra adult support. Parents are involved in these decisions. The impact is carefully monitored and reviewed.

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Inclusion Strong standard

The childminder has high expectations for children with special educational needs and/or disabilities. Commonly, support provided reduces barriers to children's learning and or wellbeing. Parents have a good understanding of how targeted support plans are helping their child to progress in their development. They use and understand the graduated approach of assess, plan, do and review.

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Inclusion Strong standard

The childminder works in partnership with professionals to secure support and interventions for children as needed. She implements their advice and ensures that adjustments are made. The childminder plans activities recommended by professionals, such as occupational therapists. She plans games that promote colour sorting and colour matching. The impact is positive.

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Leadership and governance Strong standard

The childminder actively embraces ongoing professional development to continually enhance her own knowledge and skills and those of any assistants she works with. She prioritises training effectively and has recently completed courses in caring for babies and Makaton, which strengthens her practice. This enables the childminder to evaluate and refine her curriculum more effectively to meet the needs of all children.

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Leadership and governance Strong standard

The childminder further supports parents and other childminders in the local community by offering introductory Makaton training. This enables her to support communication with children who are nonverbal both in her setting and at home effectively.

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Leadership and governance Strong standard

The childminder makes it a clear priority to build strong partnerships with parents. She provides regular feedback about children's learning and development and arranges additional meetings with parents and external agencies to support children's progress. This collaborative approach helps to strengthen learning outcomes and ensures relationships with parents remain positive and effective.

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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 feel safe and happy in the childminder's home. They arrive with enthusiasm and settle very quickly. Relationships between the childminder and children are warm and positive. Children respond with big smiles, laughter and hugs when she plays and talks with them, showing how their self-esteem is actively nurtured. They show curiosity as they actively engage with the wide range of activities and resources available.

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

The childminder knows each child in depth and uses this deep understanding to deliver an ambitious, interest-led curriculum that consistently engages and excites children. For example, when children show an interest in cars, she provides them with a vast range of vehicles that allow children to compare similarities and differences and practise using key

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Inspector:

Davinder Dhaliwal vocabulary, such as 'truck' and 'police car'. Activities build on what children already know and can do.

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Inspector:

Children regularly enjoy a wide range of trips and outings in the local community. Careful consideration is given to ensuring children's safety while on outings, especially for those children who are learning to become confident walkers. Children benefit from daily outings. Visits to local playgroups help to improve children's social interactions with peers. Local trips provide children with safe opportunities to meet other people in the local community.

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Inspector:

The consistent use of strategies, including Makaton, enables even the youngest or nonverbal children with special educational needs and/or disabilities to communicate confidently. This enables children to express their needs and preferences.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known or previously known to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and parents 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 : 07:30 - 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

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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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