Childminder

Childminder

Unique reference number (URN): EY429869 Registered with Ofsted: 19/08/2011 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Achievement Expected standard

Children progress well across all areas of learning, gaining the essential skills they need for the future. They develop physical confidence rapidly and those who need extra encouragement to move independently receive the right support to do so successfully. Children demonstrate a growing understanding of mathematics, counting objects accurately during their play. They use their imaginations creatively, inventing simple stories together, such as pretending to drive a bus.

p.2

Achievement Expected standard

Communication is developing well. Younger children are starting to use single words and phrases to make their needs known. Children listen to stories with enjoyment and recall what they have heard, excitedly telling their parents about activities they enjoyed. Older children are well prepared for their next steps in education. They have developed the necessary independence for school, such as managing their own personal care needs and putting on their coats without help.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has created a calm environment, where children understand what is expected of them. They follow established routines well. Children make choices in their play, and help with tidying up resources independently, to create space for their next activity. The childminder supports transitions between activities patiently, which helps children to learn how to manage their own behaviour. For instance, during the transition to story time, she supports children to settle and take turns selecting books, promoting patience and self- control.

p.2

Behaviour, attitudes and establishing routines Expected standard

This consideration for others is reflected in peer interactions. Older children show kindness and a clear understanding of the routine by looking out for their friends. For example, during snack time, they gently remind peers to wait until everyone has joined them at the table before eating. They also demonstrate a growing sense of responsibility, playing cooperatively and sharing resources, such as sensory balls, to ensure everyone is included in the fun.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of regular attendance to support children's learning. She shares her attendance policy with parents to ensure they understand the importance of notifying her of any changes. She monitors attendance patterns, maintaining daily records of arrival and departure times. She implements clear procedures to follow up on any unexplained absences immediately, ensuring that children's safety is prioritised

p.2

Children's welfare and wellbeing Expected standard

The childminder provides care that is carefully tailored to each child. She builds secure attachments with babies, responding sensitively to their non-verbal cues, such as interpreting babbling as a request for food. She prioritises safe sleep routines, ensuring children are monitored frequently while they rest. This consistent care ensures children feel emotionally secure. Children are encouraged to learn about their feelings and explore emotions through stories.

p.3

Children's welfare and wellbeing Expected standard

Children are actively supported to understand how to keep themselves safe and healthy. They learn practical road safety skills on daily outings, such as knowing to hold onto the pram when walking near traffic. Healthy lifestyles are promoted through playful learning. Children use toy toothbrushes on dolls to learn about oral hygiene. Additionally, children are learning about safety in the wider community. They discuss specific jobs, such as a firefighter, which helps them to understand the role of people who help us and builds their confidence.

p.3

Curriculum and teaching Expected standard

The childminder has designed a curriculum with a focus on developing children's mathematical confidence, social and language skills. She creates meaningful learning opportunities that capture children's interests. For instance, she planned a sand play activity to support a current interest in 'filling and emptying', targeting physical and counting skills. The childminder used this shared activity to nurture social development, encouraging children to take turns hiding objects under the sand and share resources. She differentiates her teaching effectively; the childminder encourages older children to count images on counters to develop number recognition, while supporting younger children to count 'scoops' of sand, ensuring the activity was appropriate for all children.

p.3

Curriculum and teaching Expected standard

The childminder uses assessment, including the progress check at age 2, to identify children's starting points and ensure teaching is tailored to their specific developmental needs.

p.3

Curriculum and teaching Expected standard

Teaching places a priority on expanding children's vocabulary. The childminder listens carefully to children and introduces precise language to refine their understanding. When children describe a line of circles as 'bigger', she introduced the concept of 'longer'. However, occasionally, the childminder answers her own open-ended questions, such as asking what a character in a story might do next, before children have had sufficient time to process their thoughts. This limits their opportunities to practise critical thinking and formulate their own independent responses.

p.3

Inclusion Expected standard

The childminder uses accurate observations and assessments to quickly identify any emerging concerns in children's development. She navigates sensitive situations with care, building professional partnerships with families to support them in accessing advice from other professionals, including health visitors and speech and language therapists. She skilfully weaves specialist strategies into her daily routines, ensuring that children receive the targeted support they need to make progress from their starting points.

p.4

Inclusion Expected standard

She adapts her teaching to ensure every child can participate fully. When assessments highlight that a child requires additional support, she creates specific learning opportunities to suit them, for example, using outdoor walks to reinforce colour recognition in a real-world context. She is equally attentive to communication needs. When children are sharing their own ideas, she provides them with time to formulate their thoughts, ensuring they feel confident to express themselves without being rushed. This tailored support ensures that all children, including those with special educational needs and/or disabilities, achieve well.

p.4

Leadership and governance Expected standard

The childminder is a reflective practitioner, who is committed to improving her setting. She accurately evaluates the quality of her provision and takes action to make changes. Since the last inspection, the childminder has focused on promoting children's independence, ensuring this is now a central part of her daily practice. She manages her professional development well, completing training such as safeguarding, to keep her knowledge up to date and support her in meeting children's needs.

p.4

Leadership and governance Expected standard

Partnerships with parents are well established. Parents feel that their children settle quickly and make good progress due to the close relationships they form with the childminder. The childminder communicates in detail regarding daily experiences, sharing information about activities, mealtimes, sleep and developmental milestones. However, she does not consistently share specific 'next steps' in children's learning with parents. This limits opportunities for parents to further support their child's individual learning goals at home.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children arrive happy and are eager to learn in this welcoming, home-from-home environment. They embrace the childminder as a secure base, engaging her in their excitement as they share news of their morning adventures, such as jumping in puddles on the way to the setting. This deep sense of emotional security helps even the newest children to settle with ease, knowing they are safe and valued.

p.5

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

Routines are well established, developing children's self-reliance and responsibility. They understand the expectation to tidy up before moving on to a new activity, taking ownership of their play space. At snack time, they take pride in managing tasks for themselves, such as listening to safety instructions while using knives to cut their own fruit. These practical

p.5

Inspector:

Josie Cumiskey experiences not only build independence but also equip children with the confidence and safety awareness required for their future education.

p.6

Inspector:

Children are enthusiastic learners, who are curious about the world around them. They engage happily in activities, such as discovering numbers and counting while digging in the sand, Their social skills are nurtured through meaningful community engagement. Weekly visits to a residential care home help them understand how to interact respectfully with different generations. This culture of kindness is mirrored in their peer interactions; generally, children play cooperatively, sharing resources like magnetic fishing games and using polite phrases, such as 'pardon me'.

p.6

Inspector:

The childminder meets individual needs, ensuring no child is left behind. For example, she adapts the environment to support children's physical needs, ensuring they can continue to play safely and comfortably alongside their friends. This sensitivity ensures that children, including those with special educational needs and/or disabilities, achieve well from their starting points.

p.6

Next steps

The childminder should strengthen her questioning skills and provide children with the time they need to respond when thinking and creating critically. The childminder should further enhance partnerships with parents by consistently sharing children's next steps in learning.

p.6

About this inspection

The inspector spoke with the childminder and parents during the inspection.

p.6

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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8