Childminder

Childminder

Unique reference number (URN): EY428978 Registered with Ofsted: 27/06/2011 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 enter the setting with highly positive abilities. They continue to progress as they build on what they already know and can do. For example, babies who initially needed adult support to drink can now do so with increasing control and coordination. Children develop key self-help skills, including feeding themselves and managing their personal routines. For instance, older children access the toilet independently. This shows children's growing independence and confidence in their own abilities.

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Achievement Strong standard

Children demonstrate perseverance and resilience. They remain determined when faced with challenges. For example, children solve problems independently when putting on their shoes and coats. They manage their frustration and show pride in their achievements. This positive learning behaviour helps children to face new experiences confidently. It also supports their readiness for future learning.

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Achievement Strong standard

Children make progress in communication and language. Older children know familiar stories. They join in by repeating key phrases and answering questions. Younger children show their understanding and engagement through gestures, sounds and early words. This helps children to express themselves and engage with learning across the curriculum.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has clear and consistent daily routines. This helps children to understand the changes throughout their day. Children's personal care routines are tailored to meet each child's unique needs. For example, when the childminder notices children's nappies need changing, she explains what will happen next. This helps children to feel prepared and reassured. Children approach the childminder for hugs and smile when they receive this comforting touch. These trusting relationships help children to feel safe and secure. As a result, children learn and grow in a safe, respectful and supportive environment.

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Behaviour, attitudes and establishing routines Strong standard

Children form very secure bonds with the childminder. They seek reassurance and comfort when needed. For instance, younger children seek out the childminder for help with handwashing. In contrast, older children manage this routine on their own. This demonstrates the strong trust and attachments that children develop. This helps children to feel safe and confident to explore their surroundings. As a result, children become more independent and develop positive attitudes towards their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has clear systems in place to monitor children's attendance. She follows up on non-attendance without delay, considering each family's individual circumstances. The childminder works with parents and carers and outside partners to overcome any attendance barriers. This approach helps children to build secure relationships. It also provides very consistent routines and continuity in children's learning.

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Children's welfare and wellbeing Strong standard

The childminder promotes a culture of care and high expectations for children's health and wellbeing. Children access a nutritious and balanced menu. Their dietary needs are taken into account, and adaptations made where required. Children show joy at mealtimes, smiling and chatting to the childminder and their friends as they enjoy their food. They recognise when they are thirsty and confidently pour themselves a drink. The childminder sits with the children during mealtimes, offering reassurance and encouragement. This helps children to feel relaxed and secure. This contributes to the development of healthy eating habits and children's emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Children benefit from a calm and restful space that supports their need for sleep and rest. The childminder understands individual children's sleep routines well. Babies are supported well during sleep times. A familiar voice and the sensitive meeting of individual comfort needs helps children to feel relaxed and secure. This helps children to form very secure attachments with the childminder. As a result, they settle quickly and get the sleep they need.

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Children's welfare and wellbeing Strong standard

The childminder follows safer sleep practices and has completed relevant training. She carries out regular checks and follow clear routines to keep children safe. Parents and carers also receive guidance and support from the setting on safer sleep. This shared approach ensures consistency between home and the setting. This helps to keep children safe and well during sleep times.

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Children's welfare and wellbeing Strong standard

The childminder ensures that children access the garden daily. She recognises the importance of physical activity for children's health and wellbeing. Children also walk to nearby nature spots, exploring their community and interesting places. These regular activities of moving, climbing and walking help children gain strength and stamina. As a result, children gain an excellent understanding of physical exercise and build positive habits that develop a healthy lifestyle.

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Inclusion Strong standard

The childminder creates a very inclusive culture. She identifies and assesses children's needs promptly. The childminder has completed high-quality training on special educational needs and/or disabilities. This training covers the graduated approach and ensures that she understands her role and responsibilities well. The childminder talks with parents and carers about their children's needs and any changes needed. She works with external partners to

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Expected standard

ensure that children receive the support they need. This helps remove any potential barriers to children's learning and wellbeing.

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Expected standard

The childminder regularly reviews children's progress. She adapts strategies and interventions where needed. The childminder uses early years pupil premium funding effectively to overcome barriers to children's learning. For instance, she purchases resources to support children's physical development outdoors. The childminder also offers outdoor experiences that children may not access at home. This supports children to develop essential skills and advance from their starting points.

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Expected standard

Families receive regular updates through daily communication and the setting's app. This creates consistency between the home and the setting. The childminder is sensitive to the vulnerabilities some children face. She responds to their individual needs and works with families for ongoing support. This allows her to quickly find and resolve any barriers that children may face. Parents say they feel supported and that their children are happy and making progress. As a result, children and their families have the best possible outcomes.

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Curriculum and teaching Expected standard

The childminder has created an engaging curriculum. It helps children to build their knowledge and skills in all learning areas. The childminder uses a range of stories to introduce children to new concepts and ideas. She plans exciting and hands-on activities to connect to these stories and support various areas of learning. The childminder prioritises language across the curriculum, including mathematical language. For instance, during story time, she prompts children to recognise and name the different numerals. She also supports children to count different objects on the pictures. Through skilful questioning and discussion, children practise counting and develop number recognition. As a result, children apply their learning in different contexts.

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Curriculum and teaching Expected standard

The childminder gives high priority to children's physical development. She offers children daily opportunities to develop their large-muscle skills through outdoor play. This helps children to build strength and coordination. As a result, children gain the physical confidence and control they need. This improves their ability to learn across all areas.

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Curriculum and teaching Expected standard

The childminder observes children to understand what they already know and can do. She uses this information to plan their next steps in learning. She typically adapts activities to suit children's ages and stages of development. However, some whole-group activities, such as circle time, are not consistently adapted for babies. As a result, babies do not participate fully or build on their current stage of learning and development. This limits the impact of the childminder's teaching for these children during these times.

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Leadership and governance Expected standard

The childminder has a clear vision for improving the setting. This vision reflects the needs of the children who attend. She has identified the need to extend the use of the outdoor area by creating a sheltered space. This is intended to provide children with additional opportunities to engage in calm activities, such as sharing books in an outdoor environment. The childminder recognises that offering a wider range of experiences across indoor and outdoor spaces supports children's wellbeing and engagement in learning.

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Leadership and governance Expected standard

The childminder ensures that her assistants receive regular supervision sessions. They enjoy this time to focus on their professional development and talk about their wellbeing. The assistants say that they feel supported and encouraged to pursue more training and qualifications. They also use this time in supervisions to talk about key children and how to support their learning and development. As a result, any potential barriers to children's learning are identified and timely adjustments are made.

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Leadership and governance Expected standard

The childminder ensures that there are strong recruitment processes. She also completes regular ongoing checks to ensure that any assistants she works with remain suitable for their roles. As a result, safe and trusted adults care for children. This promotes children's welfare and supports their ongoing wellbeing.

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Leadership and governance Expected standard

The childminder is reflective and committed to enhancing curricular routines and activities. She agreed that adapting circle time will help all children to have consistent and supportive learning, to make the most of the curriculum and reach their full potential. This demonstrates her commitment to reviewing and taking necessary action to make improvements and strengthen outcomes for children.

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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 are happy and settled. They frequently embrace the childminder with genuine warmth and affection. This reflects the strong and trusting relationships that have been formed. The childminder speaks with parents and carers about children's interests and routines at home. She uses this information to provide consistent and responsive care. This helps children to feel valued and safe. It also boosts their confidence to explore their environment and try new experiences. As a result, children feel a strong sense of belonging and gain independence in the setting.

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

Children are eager to learn and join in daily routines and activities. They listen attentively to familiar stories. Children recall important events and can accurately predict what might happen next. The childminder uses a rich vocabulary and asks open-ended questions. This encourages children to think and share their ideas. She also teaches communication strategies, such as Makaton. This helps all children to communicate. As a result, children improve their communication and language skills. This supports their learning in all areas of development.

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

Children behave well and show positive attitudes to learning. The childminder has clear expectations. She helps children to identify and express their emotions. The childminder demonstrates words and expressions to help children to recognise and name various emotions. She also provides gentle support as children explore their own feelings. Children learn what makes their friends happy or sad. This understanding helps them manage their own actions towards others. The childminder regularly reminds children to take turns and use good manners. This helps children to gain important social and emotional skills. As a result, the childminder creates a calm and nurturing space.

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

Children achieve well from their starting points. The childminder has created an engaging curriculum. It helps children learn the skills they need for their next stage of learning. She

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:15

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About this setting

Local authority: Lincolnshire uses funding wisely to provide resources. This reduces barriers to participation, allowing all children to join in and succeed.

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Next steps

The childminder should adapt group activities more consistently to suit children's ages and developmental stages, to ensure that every child gets the right support to extend their progress even further.

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About this inspection

The inspector spoke with the childminder, her assistants, and children during the inspection.

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About this inspection

The inspector read testimonies from parents and carers about the provision.

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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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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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