Childminder

Childminder

Unique reference number (URN): EY389711 Registered with Ofsted: 09/02/2010 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

Children are happy and curious in the nurturing environment. They benefit from activities that suit their individual interests and next steps in development. Children receive lots of praise for their achievements and for how well they help to tidy up. These small achievements help children to develop positive self-esteem. Children smile with enthusiasm as they independently help to set up for mealtimes and get seated to listen to a story.

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Achievement Expected standard

Children are curious and concentrate well. The childminder supports children's communication and language development well within the curriculum. They have time to think and respond to questions. Children engage well with the childminder as she responds to the sounds young children make to demonstrate back-and-forth conversations. Children benefit from their achievements being celebrated. They persevere in tasks they find more tricky. Children build on what they already know and develop essential skills they need for their future learning.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive behaviours and attitudes inside and outside the setting. They demonstrate polite manners throughout the day. Children share toys willingly and use phrases such as 'please' and 'thank you' without prompting. The childminder uses a range of thoughtful and effective strategies to promote positive social skills. She models calm and respectful interactions. The childminder uses simple language and gestures to help children to understand her expectations. She supports turn-taking through clear explanations, gentle reminders and the use of timers or visual prompts. This encourages children to wait patiently and to develop their understanding of fairness.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes. At times, they need adult support to manage their feelings and behaviour, which the childminder provides calmly and effectively. This helps children to settle quickly and continue their play positively. Children respond well to the childminder's consistent routines and guidance. This helps them to feel secure, understand boundaries and develop confidence in managing their own behaviour. Overall, children show a genuine willingness to engage, cooperate and show kindness to others. The childminder reinforces the importance of regular attendance and punctuality, and follows clear attendance procedures. She works with families to help them maintain steady routines.

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Children's welfare and wellbeing Expected standard

The childminder provides a highly nurturing environment that supports children's emotional wellbeing. She tailors the settling-in process with home visits for each individual child, taking time to understand their routines, comforters, personalities and family backgrounds. This careful approach helps children to build trust at their own pace. It also ensures that children feel safe and valued from the very beginning.

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Children's welfare and wellbeing Expected standard

The childminder knows children well. She uses her knowledge to respond sensitively to their needs and adapt her routines. The childminder develops warm and positive relationships with parents and carers and families, which enables consistent communication about each child's emotional development. This effective partnership working helps create a seamless approach between home and the setting, further supporting children's sense of security.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy habits and encourages these as parents provide packed lunches for their children. Children show that they are deeply settled and emotionally secure in the childminder's care. They confidently approach the childminder for comfort, reassurance and support. The childminder provides calm and responsive interactions that help children to regulate their feelings. As a result, children develop confidence, resilience and a secure sense of belonging in the setting.

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Curriculum and teaching Expected standard

The childminder carefully considers her curriculum to support children's individual needs. She uses assessment to recognise how all children's learning journeys are different. The childminder talks about supporting children's development confidently. She works closely with parents and carers to build on children's skills and knowledge. The childminder values children's personal, social and emotional development as she encourages their confidence and attitudes to their learning.

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Curriculum and teaching Expected standard

The childminder places a clear focus on children's physical development. She plans activities outdoors so that children can enjoy physical play and exercise. Children actively practise new skills as they climb steps to the slide and chase bubbles across the park. The childminder knows what children can do and what they need to learn next. She uses this knowledge during their daily interactions with them.

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Curriculum and teaching Expected standard

Children have opportunities to develop their communication and language skills. They enjoy daily opportunities to sing and listen to stories to further enhance their language skills. Young children are excited when the childminder responds to the sounds they make and confidently use signs for 'please' and 'thank you'. The childminder encourages children's early listening skills as they listen to different sounds in nature on their walks. Children's early mathematical skills develop well. The childminder introduces babies to counting as they climb steps and pop bubbles, exploring shape and size as they point to things they see.

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Inclusion Expected standard

The childminder demonstrates a thoughtful and positive approach when engaging with parents and carers. She recognises the importance of effective partnership working. The childminder maintains clear and open communication that supports children's education, care and wellbeing. Parents speak highly of the childminder's collaborative approach and value the regular opportunities to contribute to their child's learning journey.

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Inclusion Expected standard

The childminder ensures that parents are well informed about their children's progress. She provides clear and detailed development records that help parents to understand their children's achievements, emerging skills and next steps. This shared understanding strengthens continuity between home and the setting and supports children to feel secure and confident. The childminder checks children's development carefully and quickly identifies their individual needs so she can support them effectively. She plans next steps and strategies based on children's starting points to help them to make progress.

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Inclusion Expected standard

The childminder demonstrates a commitment to professional development. She has completed a range of training, particularly focused on supporting children's communication and language. The childminder uses this knowledge effectively to adapt her practice. For example, she has introduced 'now' and 'next' cards to support children to further understand the routines of the setting. As a result, children benefit from an inclusive, responsive learning environment that is well tailored to their individual needs.

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Leadership and governance Expected standard

The childminder is committed to improving her knowledge through actively engaging with updates and training opportunities. She reflects on specific areas in her knowledge that require further improvement and what will support the needs of children in her care. The childminder introduces new initiatives following recent communication and language training. For example, she has added a cosy area to enhance opportunities for children to enjoy looking at books together and independently.

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Leadership and governance Expected standard

Parents and carers praise the warm and caring environment that the childminder offers their children. They report that they feel involved in the care and teaching provided due to the childminder's excellent communication. This allows parents to support the children's learning at home.

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Leadership and governance Expected standard

The childminder is reflective of her provision and practice. She reflects on the activities she has done with children and how well they went. However, further analysis of the childminder's self-evaluation would help her identify other aspects of her provision that would benefit from further development to secure excellence for all 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 thrive in this warm and welcoming environment. The childminder's passion for working with children is clear as she engages with them. She plans fun activities that are tailored to children's interests and next steps in learning. This means that all children feel valued in her care and settle quickly, becoming confident members of the setting.

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

The childminder plans a well-sequenced programme of learning. She has high expectations of what children can achieve. Learning opportunities help children to make positive progress in all areas. The childminder builds a curriculum to focus on the prime areas and particularly learning outdoors. Children enjoy regular trips to the local parks, with plenty of opportunities to splash in muddy puddles, and have lunch at a café. She supports children's confidence and social skills as they learn about their local community. Assessments completed by the childminder help her to plan learning and activities that maximise the children's achievement.

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

The childminder understands how to evaluate a child's learning to determine if additional support is needed. For example, she regularly assesses children's progress and provides additional support and adaptations to the learning environment to enable children to develop.

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

The childminder understands children's home lives as she completes home visits and follows a settling-in process to ensure that children and their parents and carers feel secure. She gathers information about children's starting points when they join and their progress over time. The childminder uses this knowledge to support children's learning and care needs to a high level. She follows clear routines, and children enjoy time outdoors and develop a 'can-do' attitude to learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday : 08:00 - 18:00

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Facts and figures used on inspection

Children are supported to develop their independence. Routines and regular activities mean that even the youngest children have an understanding of what to expect next and allow them to be involved in all aspects of the day. Building these skills prepares children for the next steps in their learning journeys.

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Next steps

The childminder should take more time to recognise and reflect on strengths in practice and further evaluate areas for potential improvement.

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About this inspection

The inspector spoke with the childminder 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. 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. 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 .

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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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