Childminder

Childminder

Unique reference number (URN): 221297 Registered with Ofsted: 01/11/1996 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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Behaviour, attitudes and establishing routines Strong standard

Children behave very well. The childminder has clear, high expectations that children understand and meet consistently. Rules are applied fairly, and children respond positively in the calm, respectful environment. The childminder frequently tells children she is proud of them, and they receive regular praise for their efforts, perseverance and kindness. This motivates children to keep trying and helps them to develop a love of learning. Children are kind to one another and play cooperatively. They show genuine care for their friends and are mindful of others of differing ages and abilities. When minor disagreements occur, the childminder supports them sensitively and teaches them how to share and take turns. Children display consistently positive attitudes to learning. They show deep focus and concentration for sustained periods during activities. They demonstrate genuine enthusiasm for the experiences the childminder provides.

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Behaviour, attitudes and establishing routines Strong standard

The childminder teaches children to respect others and to be inclusive. This is reflected in the way they interact with her, their peers and visitors. The childminder works closely with parents and carers to promote the importance of regular attendance. She understands the impact that poor attendance can have on children's outcomes. She has recently strengthened routines for all children, including those who previously found this difficult. As a result, all children now follow the daily routine with confidence, independently putting away their belongings and willingly tidying up before moving on to new activities.

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Inclusion Strong standard

The childminder has a firmly embedded and highly effective culture of inclusion. She identifies children's needs quickly and accurately and takes swift action to secure early intervention. For example, when she recognises children are struggling with physical issues such as hearing and walking, she encourages families to seek assessment in a timely manner and quickly sources suitable equipment to help them. This means that children access the resources and support they need to reduce barriers to their learning extremely effectively. The childminder adapts her provision thoughtfully so that all children can participate fully. These adaptations have a clear, positive impact and significantly reduce barriers to learning and participation.

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Expected standard

The childminder works closely with external professionals, including speech and language therapists, health visitors and physiotherapists, and follows their advice carefully. She has completed training, particularly in speech and language, to strengthen her ability to support children with emerging delays. She rigorously monitors children's progress and evaluates the effectiveness of any equipment or interventions. The childminder uses a tailored approach to support each child effectively and communicates well with the local authority for additional support as needed. She confidently challenges other professionals to secure the right support for children. As a result of her proactive, knowledgeable and inclusive practice, all children make excellent progress. They experience a curriculum that is accessible, ambitious and responsive to their individual needs.

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Achievement Expected standard

All children, including those who may face barriers to learning, make steady progress from their starting points. All children develop the skills they need for their next stage of learning, such as becoming confident communicators and learning to play well with others. They make consistent progress in their communication and language skills. Older children use a wide range of vocabulary to talk about what they are doing. For example, children compare frogs and crocodiles when building a pretend pond and describe crocodiles' sharp teeth.

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Achievement Expected standard

Children show developing independence as they butter their crackers at snack time, wash their hands and make choices about their play. Prior learning is evident in some areas, and the childminder recognises when learning is not yet well embedded. For example, children do not recall the names of farm animals, so she adapts her curriculum to consolidate this. Her responsive approach ensures children continue to build on what they know and can do.

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Children's welfare and wellbeing Expected standard

Children are happy and settled in the childminder's care. They demonstrate that they feel safe as they confidently ask for help and express their needs. Children are comfortable telling the childminder when they would prefer to do a different activity, showing trust and confidence in their relationship with her. They form warm, secure bonds with the childminder and seek her out for cuddles and reassurance, which she offers readily and sensitively.

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Children's welfare and wellbeing Expected standard

The childminder ensures that hygiene practices meet children's needs and considers their privacy during intimate care. Children learn healthy habits such as washing their hands after nappy changes to prepare them for using the bathroom independently. She works closely with families to promote healthy eating and provides nutritious snacks, talking to children about the food and their health.

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Children's welfare and wellbeing Expected standard

The childminder teaches children the importance of being physically active and encourages a love of the outdoors. All children, including those with special educational needs and/or disabilities, benefit from social opportunities at local toddler groups, and swimming sessions help them learn about water safety. Children's welfare is prioritised. The childminder regularly checks in with them through the day and identifies their cues to ensure they are content and emotionally secure. While she reassures children when they are upset, she recognises that her curriculum for supporting children to identify a wider range of emotions is still developing.

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Curriculum and teaching Expected standard

The childminder knows children well and provides a curriculum that covers all areas of learning, meeting individual needs. She plans activities that build on what children already know and can do, being mindful of children's different ages and stages. She identifies their next steps accurately and adapts activities so all children, including those with special educational needs and/or disabilities, can participate and make progress. Communication and language are prioritised. The childminder introduces a wide range of new vocabulary and regularly checks to assess children's understanding, particularly during stories and discussions. Children develop a love of books and enjoy choosing stories linked to their interests. Mathematical language is woven naturally through activities, such as comparing big and small scoops of flour or counting pieces of fruit.

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Curriculum and teaching Expected standard

The childminder has recently strengthened her physical development curriculum following additional training. Children now benefit from a range of activities that build muscle strength and coordination, such as squeezing play dough or practising throwing and catching. The curriculum promotes equality and diversity, and the childminder ensures children learn to respect differences. Interactions are warm and responsive, and the childminder revisits learning to help children catch up when she identifies gaps. The childminder supports children's emotional development. However, the curriculum for emotional literacy is not yet as ambitious as in other areas, and older children sometimes struggle to express how they feel. That said, she reassures them and notices when they need support.

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Leadership and governance Expected standard

Parents and carers speak positively about the childminder and value the support she provides. They comment on the wide range of activities available and the progress their children make while in her care. The childminder works closely with assistants to ensure that their knowledge and skills remain current. They attend regular professional development opportunities, and the childminder uses supervision sessions effectively to identify areas for them to develop further.

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Leadership and governance Expected standard

The childminder has a reflective approach to her practice and is committed to improving the quality of education and care she provides. She identifies some aspects of her own practice that require strengthening and takes appropriate action. For example, she recently recognised gaps in her knowledge about outdoor activities and attended relevant training to address these. Some areas of the curriculum should be refined further as they are not yet ambitious enough, such as around emotional literacy. She has taken proactive steps to enhance her ongoing professional development, responding positively to recommendations made at her previous inspection. She understands the responsibilities of her role and works in partnership with families and other professionals to support all children's learning and wellbeing, including those with special educational needs and/or disabilities. Her commitment to continuous improvement ensures that children benefit from a safe, nurturing

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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 experience a caring and inclusive environment where they feel safe, valued and happy. They settle quickly and show a secure sense of belonging. Children confidently approach the childminder to share their ideas and ask for help. Children enjoy being with their friends and look forward to the activities the childminder provides. They show

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Inspector:

Rachel Barsby-Robinson enthusiasm for learning and become deeply engaged in play. The childminder knows children well. Consequently, children make steady progress from their starting points and develop the confidence and independence they need for their next stage of learning.

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Inspector:

The childminder is a positive role model, which is reflected in children's behaviour. Children behave well, follow instructions and show kindness towards one another. They share resources, take turns and play cooperatively, supported by the childminder's calm and consistent approach. All children learn together and are included in all aspects of the setting. They develop confidence in communication and learn new vocabulary, such as 'scent'. They use the new words they have learned as they play. The childminder encourages children to think by asking open-ended questions. Children respond thoughtfully, showing they understand and expressing their ideas. Children with special educational needs and/or disabilities are supported especially well and receive the help they need to participate fully and make secure progress. Attendance is promoted well, helping children develop consistency in their routines and continuity in their learning.

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Inspector:

Diversity is celebrated well. Families are invited to share cultural traditions and talk to children about their occupations. This helps children understand the wider world. Children enjoy exploring the local community, which broadens their experiences and builds confidence in new environments. They learn how to keep themselves safe, follow simple instructions and develop healthy habits. Children benefit from a caring, inclusive and engaging environment where their wellbeing is supported.

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Next steps

The childminder should refine the curriculum for personal, social and emotional development to help older children identify and talk about their emotions.

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About this inspection

The inspector spoke with the childminder, parents 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: Tuesday,Wednesday,Thursday : 08:00 - 17:30,Monday,Friday : 08:00 - 09:00,Monday,Friday : 15:00 - 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

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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