Childminder

Childminder

Unique reference number (URN): EY440058 Registered with Ofsted: 29/12/2011 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 Expected standard

Overall, children, including those with special educational needs and/or disabilities, make progress from their starting points. The childminder helps them to develop the knowledge and skills they need to support their future learning. Progress is evident in communication and language. The childminder provides opportunities for them to share their thoughts and ideas with adults and their peers, specifically during imaginative play. For example, they are encouraged to think of gifts to wrap, sing 'Happy Birthday' and open pretend presents. They use an increasing range of vocabulary during play based on prior learning experiences. This demonstrates their growing confidence in social interaction.

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Achievement Expected standard

Children develop their knowledge and understanding of the world. The childminder supports them to develop an understanding about minibeasts. For instance, they show curiosity as they explore insects, such as bees and woodlice. They ask questions and share knowledge. These experiences help children to develop observational skills.

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Achievement Expected standard

Overall, children are prepared appropriately for the next stage of their learning. Older children demonstrate skills that support readiness for school. Younger children learn how to feed themselves. However, younger children are not always engaged in purposeful play. This means they do not always gain the same depth of learning as older children.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and thrive in the calm and nurturing environment. Behaviour and attitudes are a regular focus. Children understand the childminder's clear consistent expectations. Well-embedded routines support children to know what is expected of them. For instance, children respond quickly during tidy-up routines. The consistency of procedures assists children to settle quickly and be ready to start their day.

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Behaviour, attitudes and establishing routines Expected standard

The friendly childminder has established positive relationships with children. She models respectful behaviour at all times. She provides sensitive reminders and thorough explanations to guide children's actions, taking account of their ages and stages of development. As a result, children respond well to the childminder's consistent routines. Parents understand the importance of these routines and ensure that children attend regularly.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children develop positive attitudes to learning. They take turns, share resources and demonstrate considerate behaviour towards others. For example, they offer crayons to each other during craft activities and wait their turn to lift the flaps in storybooks. The childminder supports children to understand care and consideration to others, including showing respect for living creatures, such as woodlice. This supports children to develop kindness and understand how their action's affect others. However, at times, younger children are not always supported to fully engage in the learning. This means that these children do not always gain a secure understanding of what is being taught.

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Children's welfare and wellbeing Expected standard

The childminder demonstrates a secure understanding of how to support children's wellbeing, including those with special educational needs and/or disabilities. Consistent care practices help to ensure that children's individual needs are met. The childminder knows children well and responds thoughtfully to their care routines, such as following parent guidance regarding sleep routines. This helps children feel settled and supported in the setting.

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Children's welfare and wellbeing Expected standard

Positive, trusted relationships are established between the children and the childminder. Children seek comfort as and when required. This shows that they feel safe and secure. Children's emotional wellbeing is supported well. They are encouraged to discuss their feelings in an age-appropriate way. The childminder responds sensitively. As a result, children develop an emerging understanding of how to manage their emotions.

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Children's welfare and wellbeing Expected standard

Children benefit from a wealth of opportunities in relation to their physical health and safety. Consistent opportunities for physical play support children to build strength and confidence. The childminder is committed to teaching children how to look after themselves and manage risks. For instance, they learn about road safety while interacting with school crossing patrol officers. Additionally, children are taught to be responsible during mealtime routines, such as not sharing their food. This supports children with food intolerances and promotes safer eating practices. However, at times, younger children are not always supported to fully engage in the learning to further their learning.

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Curriculum and teaching Expected standard

The childminder provides a broad and balanced curriculum. She collects information about children's starting points from parents. She uses this information alongside her own assessment to check what children know and can do. She plans activities that reflect children's individual needs and demonstrates a clear focus around supporting children, including those with special educational needs and/or disabilities, to develop communication and language skills. She uses their interests in books to introduce new words and phrases. Furthermore, she uses questioning techniques based on their ages and stages of development and models language effectively. These strategies help children build confidence.

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Curriculum and teaching Expected standard

At times, mathematical learning is incorporated through some interactions and incidental opportunities, such as counting in sequence during art and craft activities. However, the childminder's knowledge and understanding of how to sequence the curriculum for mathematics is not fully embedded. This means that children do not always benefit from a well-planned curriculum that focuses on mathematical learning.

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Curriculum and teaching Expected standard

Children's physical development is supported well. Children benefit from regular opportunities to access fresh air and exercise. They regularly visit the local park. The childminder also supports children's personal, social and emotional development through consistent routines and sensitive interactions. Additionally, they are introduced to community learning through trips to the library and local shops. Understanding of the world is promoted through activities that help children explore and learn about natural resources. For example, children are encouraged to investigate woodland resources encased in ice. However, the planning and implementation of activities could be adapted to help younger children fully engage in the learning experiences.

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Inclusion Expected standard

The childminder collects information from parents when children start. This helps her understand their starting points and individual needs. She uses this information, alongside her own observations to plan for their next steps. Additionally, this helps her to identify children who may require additional support in their learning and development. Children's progress is evaluated consistently. She reviews the support children receive and makes changes where needed to help them continue to develop. She works closely with parents and ensures that they are well informed. Parents provide positive feedback about the collaborative approach and appreciate the advice they receive. This helps them support their children's learning at home.

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Inclusion Expected standard

Overall, the childminder takes action to reduce barriers that children may face in relation to their learning. She adapts activities and resources to support children's participation. For example, she offers age-appropriate puzzles to develop hand–eye coordination and problem-solving skills. However, at times, younger children are not always fully supported to participate in activities. This means that these children do not always benefit from meaningful learning experiences.

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Inclusion Expected standard

The childminder engages with other professionals when required and shares transition information with schools to support continuity of care. She demonstrates a secure understanding of how to use early years pupil premium funding to support disadvantaged children and attends relevant training to benefit children. For example, she identifies and purchases resources to enhance children's individual learning experiences and to promote inclusion.

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Leadership and governance Expected standard

The childminder regularly reflects on her practice. She identifies areas for improvement and takes decisive action to enhance the quality of care and learning for children. For instance, she has purchased backpacks with reins to help younger children experiment with walking independently and to carry their own belongings. This also allows the childminder to keep younger children safe near busy roads.

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Leadership and governance Expected standard

The childminder is committed to her professional development. She ensures that mandatory training is up to date. She attends a variety of training, including webinars and local council safeguarding update briefings. Furthermore, she shares information about good practice with other local childminders. This consistent approach to learning helps strengthen her knowledge and understanding of how to keep children safe from harm and strengthens her practice further.

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Leadership and governance Expected standard

The childminder works closely with families. She provides daily updates about children's learning and development. Parents praise the childminder and care their children receive. The childminder works with other professionals, such as teaching staff, to further support children who may require additional help. For example, the childminder shares transition documents with schools that highlight gaps in children's learning and development. This collaborative approach helps children receive targeted support for their individual needs.

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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 demonstrate they feel happy, supported and safe. They arrive at the childminder's home with confidence. They are welcomed warmly by the friendly childminder, who knows them well. She greets families positively and offers reassurance where needed. This helps children separate from their parents with ease and settle quickly. Carefully planned activities at the start of the day provide structure and familiarity, enabling children to feel secure and ready to engage in the learning opportunities. Additionally, the structured and familiar approach supports children's understanding of attendance.

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

Overall, children show positive attitudes to learning and play. They access a range of resources and develop independence as they make choices and follow routines. Older children participate in activities and demonstrate appropriate knowledge and skills for their age. They concentrate well, listen to instructions and take pride in their achievements. Children form strong, trusting relationships with the childminder and with one another, which supports cooperative play, turn-taking and positive social interactions. As a result, children feel confident, valued and included within the setting.

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

Children's wellbeing is prioritised. The childminder creates a nurturing environment where children's individuality is recognised and respected. The childminder helps children develop an awareness of their local community. For example, they enjoy trips to the local park, shops and library. This provides opportunities for them to explore their surroundings and interact with others. The childminder supports children to develop social skills, such as encouraging them to say 'hello' or respond when spoken to. These experiences help children feel familiar with their environment and develop confidence.

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

The childminder has a secure understanding of children's starting points. She uses this information to plan learning experiences. Children, including those with special educational needs and/or disabilities and those who face other barriers to their learning, are well supported. She adapts activities and provides support to help close gaps in their learning and development. This helps children to make progress from their individual starting points.

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Next steps

The childminder should develop the curriculum and sequencing of teaching of mathematics to help to deepen and expand children's understanding of mathematical concepts. The childminder should ensure that planned activities are tailored and implemented to help strengthen younger children's engagement and participation.

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About this inspection

The inspector spoke with the childminder and the 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: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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