Childminder

Childminder

Unique reference number (URN): EY281944 Registered with Ofsted: 17/03/2004 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

Behaviour, attitudes and establishing routines Strong standard

The childminder has clear expectations for children's behaviour and very effective routines to support children to understand these. This helps to create a calm and positive environment. Children behave extremely well. They respond positively to consistent guidance and show care and consideration towards their friends. All children demonstrate strong attitudes to learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder regularly reminds children about rules, such as sharing and waiting patiently. She supports children to remember rules through repetition, such as using rhyming techniques for turn-taking during games. These experiences help children develop positive relationships. Familiar routines support children to understand attendance procedures and expectations.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder is a positive role model. She demonstrates respect, calm communication and empathy, which children copy in their interactions. She supports children to manage their feelings and encourages them to think about the needs of others. For example, children consistently share toys and play cooperatively.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children develop positive attitudes to learning and behaviour. During carpet-time activities, they sit quietly, listen attentively and respond appropriately when prompted. During singing activities, children enjoy selecting resources from the rhyming box and matching it to familiar songs, such as 'Wheels on the bus'. This further demonstrates their ability to follow routines.

p.2

Inclusion Strong standard

The childminder develops a secure understanding of each child's individual needs through the information she gathers from parents, and her ongoing observations. She uses this knowledge to ensure that each child's interests and learning needs are reflected in the activities she plans. For example, children park numbered cars into matching numbered spaces. This helps children to develop an understanding of number recognition through interesting activities.

p.2

Inclusion Strong standard

Children, including those with special educational needs and/or disabilities, benefit from activities designed to support their formation of words, such as word endings. The childminder models language effectively, provides simple instructions and uses repetition to

p.2

Expected standard

help children communicate. She works with other professionals to implement strategies that support children's progress.

p.3

Expected standard

The childminder works in close partnership with parents. She keeps them extremely well informed about children's development and swiftly signposts them to additional support when required. This helps to provide targeted support for children's individual needs. She ensures paperwork, including education, health and care plans, are completed efficiently. She consistently communicates with schools to support smooth transitions. This helps to provide continuity of care for children.

p.3

Achievement Expected standard

Overall, children, including children with special educational needs and/or disabilities, make progress from their starting points. Children develop the knowledge and skills they need for future learning, particularly in communication and language. They are confident communicators and regularly share their thoughts and feelings. For example, they thoughtfully answer questions about what is happening, or what might happen next in stories. However, some children do not have a secure understanding of mathematical concepts, such as counting in sequence. At times, children do not know how to respond when asked 'how many?' and miss numbers in the sequence. This means that some knowledge is not fully embedded before they are encouraged to move on to learn something new.

p.3

Achievement Expected standard

Children develop secure foundations in personal, social and emotional development, as well as physical development. They become increasingly independent and confident, which supports their readiness for the next stage of learning, including school.

p.3

Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are promoted extremely effectively. The childminder consistently provides a safe, nurturing environment, where children feel secure and valued. Strong, trusting relationships are established, and children form strong attachments. Children confidently seek comfort when needed. For instance, they seek reassurance and initiate hugs. This demonstrates their strong sense of security and trust in the childminder.

p.3

Children's welfare and wellbeing Expected standard

Children's understanding of healthy choices and routines is supported very well. The childminder encourages parents to provide balanced, nutritious lunches and talks to children about making healthy food choices. Care routines are managed with sensitivity with children's privacy respected during nappy changing. These consistent routines support children's high levels of emotional wellbeing, dignity and understanding of personal care.

p.3

Children's welfare and wellbeing Expected standard

Physical development is promoted through regular opportunities for active play. Children enjoy daily trips to the local park, where they develop coordination and balance. They are encouraged to take managed risks, such as using climbing apparatus under supervision, which builds confidence and resilience.

p.3

Curriculum and teaching Expected standard

The childminder has a secure understanding of what she wants children to learn. She has developed a broad and balanced curriculum, which is designed to build on what children already know and can do, and to support their natural curiosity. The childminder plans activities that encourage exploration. Teaching is purposeful and embedded within daily routines. For example, the childminder uses songs and rhymes, such as 'Sleeping bunnies' and 'Row your boat', to encourage gross motor movement, listening and attention.

p.4

Curriculum and teaching Expected standard

The childminder supports children's emotional development through stories and discussions, helping them to identify how characters feel and why. For instance, during a favourite story, children recognise different facial expressions and connect them to feelings, such as sad, scared and happy. This supports children's understanding of emotions.

p.4

Curriculum and teaching Expected standard

Communication and language is a strong focus. It is promoted across all areas of learning through meaningful interactions and modelling vocabulary. The childminder supports mathematical language and understanding through targeted activities, such as number recognition. However, the sequencing of mathematical teaching is not always fully secure. Children do not always have a secure understanding of some mathematical concepts, such as counting in sequence, before moving on to another area of learning, such as number recognition.

p.4

Leadership and governance Expected standard

The childminder demonstrates a clear commitment to continually improving her practice. She evaluates the quality of her provision well and understands the areas of strength. For instance, she recognises how effective the support she provides for children with speech and language difficulties is and has invested in appropriate resources to strengthen this further. She demonstrates a proactive approach to professional development and has identified future training, such as learning Makaton, to further support children with communication and language development.

p.4

Leadership and governance Expected standard

The childminder has a clear vision for the setting. There is a real focus on supporting children to become independent learners by encouraging their curiosity. This vision is embedded in daily practice and informs how activities and routines are planned and delivered.

p.4

Leadership and governance Expected standard

The childminder ensures that children with special educational needs and/or disabilities receive the support they need. She identifies children who may require additional help and swiftly seeks guidance from other professionals. She works collaboratively with parents and other professionals, to ensure children can access appropriate support and make progress from their starting points.

p.4

Leadership and governance Expected standard

The childminder's reflective approach, commitment to professional development and focus on providing an inclusive setting, help to maintain a positive learning environment that successfully supports children's development and wellbeing.

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 feel happy and relaxed in the childminder's welcoming home. She responds sensitively to children's individual needs and provides consistent support throughout the day. This helps them to feel safe and secure. Children settle quickly, build strong attachments and confidently explore their environment. Daily routines, such as adult-directed activities, help them focus their attention and engage in meaningful learning experiences. Children

p.5

Inspector:

Loretta Murphy develop independence through everyday tasks, such as choosing resources and helping with simple routines. This helps them to build confidence in their abilities.

p.6

Inspector:

Children develop extremely positive social skills. They learn to share, take turns and cooperate with their friends during play. The childminder models kind and respectful behaviour and encourages children to manage their feelings appropriately. Children respond well to guidance, show consideration for others and form positive relationships. They develop high levels of confidence in social situations and understand the importance of fairness and respect.

p.6

Inspector:

Children thoroughly enjoy their learning and engage enthusiastically in activities that reflect their interests and developmental stages. They show curiosity as they explore new experiences. For instance, children excitedly learn about colours while trying on different coloured gloves and finding matching pairs. The childminder uses story and rhyme time to support communication and language development. Children eagerly listen and interact. For example, they repeat familiar words and phrases, such as 'Oh no, it's a bear'. Additionally, the childminder encourages children to make choices, such as choosing a book to read. This helps to foster a love of books and reading.

p.6

Inspector:

Children progress well from their starting points. The childminder knows what children can do and plans activities to extend their skills. She provides additional support for children with special educational needs and/or disabilities. For instance, children use visual timetables to help them manage transitions. This support helps them to overcome challenges.

p.6

Next steps

The childminder should review the sequencing of the curriculum for mathematics to ensure children practise and understand concepts that are introduced to them before moving on to something new.

p.6

About this inspection

The inspector spoke with the childminder 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 - 17:30

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