Childminder

Childminder

Unique reference number (URN): EY233736 Registered with Ofsted: 17/10/2002 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

All children, including those from disadvantaged backgrounds or with special educational needs and/or disabilities, make sustained progress. They build a secure foundation for their development, ensuring they are ready for the next stage in their learning journey, including school. They build confidently on what they already know and can do.

p.2

Achievement Expected standard

Children extend their skills and embed new knowledge through practical activities. For example, when building a tower, children encounter a challenge as it becomes too tall to reach. They work out they need to lift the tower and add bricks at the base to continue building. They achieve their goal and celebrate their success with excitement when the tower eventually topples. Children demonstrate strong perseverance and a positive 'can-do' attitude to learning.

p.2

Achievement Expected standard

Children are confident communicators who engage in a wealth of conversations with both adults and peers. Consistent support to extend their vocabulary and model correct pronunciation would further enhance their learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children have an enthusiastic and positive attitude to learning and benefit from a safe, welcoming environment that promotes curiosity and engagement. The childminder has established positive, supportive relationships with children, who actively seek her out to play and engage in activities. She works closely with families, providing consistent guidance and support, which parents report they value highly. The childminder monitors attendance and punctuality, helping children make the most of the learning environment.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder takes account of each child's age, stage of development, individual needs and circumstances when supporting behaviour and routines. Children generally get on well with each other, collaborating in their play, sharing and taking turns. The childminder encourages children to develop social skills and independence. They work together building castles and tracks with construction toys, negotiating roles and problem-solving together. On occasion, more confident children test boundaries. The childminder does not always ensure that rules are applied consistently. For example, she reminds children of the importance of using manners on some occasions but not others, which sometimes leads to confusion.

p.2

Children's welfare and wellbeing Expected standard

The childminder effectively meets children's individual care needs, tailoring routines such as sleep, feeding and mealtimes for each child. Younger children's sleep patterns and weaning preferences are carefully considered, while older children are supported to develop self-care skills and independence in readiness for school.

p.3

Children's welfare and wellbeing Expected standard

Children bring packed lunches, and the childminder provides healthy snacks, guiding parents on balanced choices in line with current guidance. Mealtimes are social occasions, with children engaging in a wealth of conversations and each child's contributions valued. Secure and responsive relationships with the childminder and families help children feel safe and confident to explore. Daily opportunities for fresh air and exercise support physical development, health and overall wellbeing.

p.3

Children's welfare and wellbeing Expected standard

Children are encouraged to express their feelings and make choices, while also learning to consider the needs of others during play. Although this is not consistently applied at all times, the childminder actively supports emotional development and helps children manage their feelings. This fosters a strong sense of security and emotional wellbeing. The childminder explains how children with special educational needs and/or disabilities or from disadvantaged backgrounds have individual needs met and that they benefit fully from the care and learning environment.

p.3

Curriculum and teaching Expected standard

The childminder delivers an engaging and varied curriculum that reflects children's interests, developmental stages and individual needs. Her high-quality teaching enables children to make sustained progress across all areas of learning. For example, mathematics is embedded in everyday play, with children counting, recognising numbers, comparing quantities and using mathematical language. Creative development is encouraged through activities such as making snowmen with paints and various materials, which support small- muscle development, coordination, imagination and concentration. Children demonstrate great pride in their finished creations. They approach learning with enthusiasm and confidence. The childminder skilfully adapts activities to remove barriers and makes effective adjustments to support children with special educational needs and/or disabilities, ensuring all children access the curriculum and achieve well.

p.3

Curriculum and teaching Expected standard

The childminder provides extensive opportunities for children to gain experiences beyond her home. Children benefit from regular outings and community activities, including library visits for singing and story sessions. Participation in group activities with other childminders further develops their social skills, confidence and independence.

p.3

Curriculum and teaching Expected standard

The childminder actively promotes children's communication and language development through play. For example, she asks open-ended questions, narrates children's play and engages them in lively conversations during story times. However, opportunities to consistently model correct pronunciation and extend younger children's vocabulary are not always fully maximised to further enhance children's progress.

p.3

Inclusion Expected standard

The childminder promotes a highly inclusive culture where all children are supported to thrive. She assesses children's learning and development continually through focused observations and uses this information effectively to identify individual needs at an early stage. She acts promptly on any concerns, working in partnership with parents and liaising with external professionals, including health visitors, the local authority and children's social care, to ensure children receive timely support.

p.4

Inclusion Expected standard

The childminder monitors children's progress closely across the curriculum and regularly reviews the impact of the support she provides. She identifies precise next steps that enable children to make consistent progress from their starting points. She demonstrates a clear understanding of how to reduce barriers to learning through well-considered adaptations, including adjusting activities and providing alternative resources. This ensures that children with special educational needs and/or disabilities (SEND) participate fully alongside their peers.

p.4

Inclusion Expected standard

The childminder regularly updates her professional development, particularly to strengthen support for children with SEND. This enables her to ensure that children receive timely, targeted support that meets their individual needs. She demonstrates a secure understanding of how she would use additional funding to enhance learning opportunities. Overall, she ensures all children are fully included in the activities and care she provides.

p.4

Leadership and governance Expected standard

The childminder demonstrates confident leadership, creating a nurturing, safe and welcoming environment where children thrive. She has a clear understanding of how children learn, and overall develops the curriculum to reflect individual interests, developmental stages and needs, including those of children with special educational needs and/or disabilities or from disadvantaged backgrounds. She continually observes and assesses children's learning, adapting activities and routines to remove barriers and ensure all children achieve and are prepared for the next stage in their learning. Professional development is prioritised through training, webinars and targeted courses, ensuring she stays up to date with safeguarding and first aid.

p.4

Leadership and governance Expected standard

The childminder works closely with parents, offering guidance on healthy choices, behaviour and school readiness, and she maintains strong links with other early years settings to promote consistency in learning. Parents comment they have high levels of satisfaction, praising the childminder's dedication, responsiveness and the safe, stimulating environment she provides.

p.4

Leadership and governance Expected standard

Since the last inspection, the childminder has successfully embedded mathematical learning within everyday play, supporting children's overall development and strengthening their readiness for school. The childminder is reflective and discusses her practice with parents and other childminders to ensure it meets high standards.

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 experience a safe, nurturing and welcoming environment where they are well cared for and feel secure. The childminder forms strong, trusting relationships with the families and children. For example, families attend social events with the childminder. This creates a family atmosphere, supports children's emotional wellbeing and helps them to develop

p.5

Inspector:

Sue Smith confidence and a strong sense of belonging. The childminder places a clear focus on attendance and punctuality and works effectively with parents to help them understand the importance of regular attendance in supporting children's learning and development. Children are enthusiastic learners who enjoy their play and learning experiences. They are happy and show great excitement as they engage in activities. Children cooperate well, solve problems together and make good progress across all areas of the curriculum. The childminder gives children autonomy to explore, investigate and follow their own interests, ensuring their voices, choices and opinions are valued and respected. She has a secure understanding of how children learn and uses this knowledge to meet individual needs effectively. The childminder adapts activities and routines to remove or reduce barriers to learning, enabling all children, including those with special educational needs and/or

p.6

Inspector:

disabilities, to achieve well and thrive. As a result, children are well prepared for their next stages of learning. Older children demonstrate high levels of independence, confidence and readiness for school as they play and learn.

p.6

Next steps

The childminder should build on current communication practice by introducing more strategies that help children learn new words and correct pronunciation during their play and routines. The childminder should give children clear and consistent messages for behavioural expectations, to enable them to meet them successfully.

p.6

About this inspection

The inspector spoke with the childminder and took into account views from 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 : 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