Childminder

Childminder

Unique reference number (URN): EY305955 Registered with Ofsted: 21/04/2005 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

All children are making progress from their starting points. Children's speech and language are developing well. Younger children are using an increasing range of vocabulary and are beginning to communicate in full sentences. Older children speak confidently, listen attentively and can confidently share their views and ideas.

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Achievement Expected standard

Children demonstrate effective independence skills. Younger children show high levels of confidence and are learning how to manage their self-care needs. Their older peers understand why they need to wash their hands to keep themselves and others safe. They independently put on their coats and shoes and naturally ask for help when needed.

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Achievement Expected standard

Children have a sound understanding of healthy lifestyles for their young ages and are keen to try new foods. They enjoy outdoor learning, where they confidently problem-solve, develop physical strength and apply early mathematical concepts. All children are developing the skills they need in preparation for school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a warm and nurturing environment. She spends time getting to know children well and treats them with respect.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides gentle encouragement for younger children to participate in activities alongside their older peers. Children of different age groups enjoy their play alongside one another. Older children show kindness and consideration towards their younger peers, often pausing their own play to offer help when needed. The childminder acknowledges and praises children's kindness, which helps to build on their confidence and self-esteem. She sensitively reminds children of expected behaviour, such as the importance of sharing and taking turns. Children can use words, such as 'happy' and 'sad', to express their emotions positively. However, when small disputes occur, the childminder does not consistently support children in understanding how their actions may affect the feelings of others.

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Behaviour, attitudes and establishing routines Expected standard

Children listen to the childminder and follow instructions and routines within the setting. They demonstrate good manners and willingly take on small responsibilities, such as helping to set the table at lunchtime. Children respond positively to the childminder's praise and encouragement and show pride in their achievements.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works in partnership with parents to promote regular attendance and to reinforce its positive impact on children's learning and progress.

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Children's welfare and wellbeing Expected standard

The childminder has created an inclusive environment, where children show they are happy and safe in her care. Children demonstrate secure relationships with the childminder and go to her for comfort and support when needed. They delight in sharing their experiences alongside her.

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Children's welfare and wellbeing Expected standard

The childminder supports children's health and wellbeing effectively. She introduces new fruits and vegetables into children's meals and snacks, and children delight in trying new foods. Children thoroughly enjoy their meals and snacks. These are lovely social experiences, which supports their social skills and developing relationships.

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Children's welfare and wellbeing Expected standard

Children are beginning to understand how being active promotes a healthy lifestyle. They enjoy yoga sessions with the childminder and delight in weekly outings to gymnastics. Children express themselves as they dance to music and use their bodies in different ways. Younger children learn how to take safe risks as they spin with ribbons. Older children develop an understanding of how to negotiate the space around them and practise coordinating their actions to the rhythm of the music.

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Children's welfare and wellbeing Expected standard

The childminder supports children's developing independence effectively. Children know to wash their hands before eating and after using the toilet, for example. They show good coordination skills and confidently use cutlery at a young age.

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Curriculum and teaching Expected standard

The childminder plans her curriculum thoughtfully to meet children's individual needs. She assesses children's on-going progress and speaks confidently about how she supports children's development. She adapts her practice to reflect their different stages of learning well overall.

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Curriculum and teaching Expected standard

The childminder develops children's communication and language skills effectively. She sings with younger children during routines and models language as they play. She asks questions to encourage older children to share their ideas and fosters opportunities to build on new vocabulary. Children show enjoyment in books and stories and develop early literacy skills through engaging storytelling activities. However, at times, the childminder does not give younger children sufficient opportunities to practise and consolidate new learning, which can limit the depth of their understanding before they are introduced to the next stage of learning.

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Curriculum and teaching Expected standard

The childminder places a strong emphasis on outdoor learning. Children enjoy daily access to the garden, where they benefit from fresh air and physical activity. The childminder provides younger children with a range of natural materials and sensory experiences. She encourages them to stir, mix and explore, which supports the development of strength in their arms and hands. She adapts her teaching for older children and gives them encouragement to think critically and solve problems, for example as they work out how to remove wet sand from containers.

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Inclusion Expected standard

The childminder creates frequent opportunities for children to demonstrate and celebrate what they know and can do. She actively encourages children to use and explore home languages, for example by supporting them to count in the languages of others. She fosters a positive, supportive environment where children are encouraged to share their skills and achievements with their friends and take pride in their successes.

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Inclusion Expected standard

The childminder's highly effective partnership with parents means she knows what is happening in children's lives. She carefully monitors and reviews adaptations to practice, and makes timely adjustments to ensure ongoing support for children. This shared approach strengthens continuity between home and the setting and supports children to feel secure and confident.

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Inclusion Expected standard

The childminder demonstrates a sound understanding of how to identify and assess the needs of all children. She recognises that children learn in different ways and adapts her teaching strategies accordingly to help reduce barriers to learning. The childminder works in close partnership with other professionals to ensure a coordinated, tailored approach to meeting children's individual care and learning needs. She uses early years pupil premium funding effectively to benefit the individual needs of children.

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Leadership and governance Expected standard

The childminder recognises the importance of effective partnership working to support children's education, care and wellbeing. She works closely with parents, and they understand the value of sharing information. Parents appreciate the regular newsletters, which helps them discuss forthcoming outings and planned learning experiences with their children. The childminder hosts an annual fun day in her garden for children and their families. This provides valuable opportunities for parents to socialise with others in the community and supports children to develop and extend friendships beyond the setting.

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Leadership and governance Expected standard

The childminder regularly reflects on her practice and demonstrates a strong commitment to ongoing professional development. She works closely with the local authority early years team, and uses their guidance and support when needed, to ensure she provides targeted support for children. The childminder has completed a wide range of training and research to further develop her knowledge and skills, which she uses well to evaluate, adapt and improve her provision. All children benefit from quality care and learning experiences that help give them the best possible start in life.

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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

The childminder takes time to get to know each child well. She seeks detailed information on children's abilities to form an initial assessment of their development. This means she can remove any potential barriers to learning right from the beginning. All children settle quickly into this warm, welcoming and homely setting. Children show they feel valued. They demonstrate high levels of independence and readily engage in activities that capture their interests. The childminder has robust policies and procedures in place that ensure parents fully understand the importance of regular attendance in supporting children's welfare, wellbeing and learning.

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Inspector:

Jane Franks The childminder builds on children's next steps in learning through real-life experiences. Children attend toddler groups, where they develop their social skills and build relationships with others in the wider community. During outings, children learn how to stay safe in the community. For example, they know they need to hold hands near roads and be aware of their surroundings. Visits to the library foster a love of books, while wider experiences, including trips to National Trust parks, further broaden children's understanding of the world.

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Inspector:

Children learn about life cycles as they plant, grow and harvest fruit and vegetables at the childminder's allotment. The childminder supports children to use tools safely and assess risks as they explore, which helps them to develop an understanding of how to keep themselves safe. The childminder uses this produce in children's meals and snacks, which deepens their understanding of where food comes from.

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Next steps

The childminder should consider different ways to help children understand how their actions may impact the feelings of others. The childminder should allow children plenty of time to practise, remember and understand new skills and knowledge before moving them on to new learning.

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About this inspection

The inspector spoke with the childminder, children 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 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

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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