Childminder

Childminder

Unique reference number (URN): EY549235 Registered with Ofsted: 29/08/2017 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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Behaviour, attitudes and establishing routines Expected standard

The childminder builds a positive environment for children to play in. She is calm and nurturing with children and they are happy in her care. The childminder encourages children to develop confidence in their own abilities. Children put on their own coats and shoes, wash their own hands and choose the things they want to play with. Children display confidence and are able to make choices about the things they want to do.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to behave well. She explains to children what is going to happen next and what she wants children to do, in a way that is appropriate to their level of understanding. Children know what is expected of them and are able to follow rules. The childminder knows the things that children enjoy to play with and uses their interests to engage them in play. Children are eager to learn and show positive attitudes. The childminder encourages children to get along with others. They play together and learn how to interact appropriately. The childminder understands the importance of regular attendance and works with parents to continue learning at home during holiday periods.

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Achievement Needs attention

Children's achievements vary. Gaps in the curriculum design for mathematics and literacy mean children do not build on their knowledge in these areas. For example, children do not have the opportunities to apply and expand their mathematical knowledge. They do not learn the foundations of letter recognition. This means they are not fully prepared for their next stage in mathematical and literacy development.

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Achievement Needs attention

Children make progress in communication and language. They talk about the things they want to do and explain their ideas. They develop the skills they need in their physical development. For example, children can control their bodies and movements and use small- finger skills. Children have a secure foundation in personal, social and emotional development. They are confident and self-assured.

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Children's welfare and wellbeing Needs attention

The childminder has not ensured that all her systems are implemented well enough to ensure children's safety. Some records that are required are not fully maintained accurately. This includes completing a daily register of all children who attend and ensuring she has emergency contact details for all children. The systems are not implemented well enough to fully promote children's welfare and wellbeing.

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Children's welfare and wellbeing Needs attention

The childminder listens to children and responds to the things they want to do. She encourages children to use language to explain their wishes. Children manage their emotions well, feel heard and valued. The childminder supports children's care needs. She provides children with healthy food for their snacks and they sleep comfortably. These healthy habits children develop support their emotional wellbeing.

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Children's welfare and wellbeing Needs attention

Children play outdoors each day. They benefit from fresh air and exercise. Children enjoy kicking and throwing balls as they move around the outside space. Children learn what they are capable of doing and are confident to try new things. The childminder teaches children about personal safety and how to keep themselves safe. For instance, she explains how to use scissors safely.

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Curriculum and teaching Needs attention

There are some weaknesses in how the curriculum is designed, how children's progress is monitored and the childminder's own knowledge, particularly for mathematics and literacy. These impact on the quality of teaching. For instance, the childminder names 3D shapes incorrectly. This means children learn some mathematical concepts incorrectly. The childminder is unsure how to teach children about weight and measure. Therefore, there are some parts of the mathematical curriculum they do not undertake. The childminder delivers some parts of the literacy curriculum without building foundational skills first. For example, when she teaches children new things, such as very early literacy skills, she does not always make sure that children first have the underlying knowledge they need to understand the new ideas. Therefore, the curriculum does not always build on what children already know in a logical order.

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Curriculum and teaching Needs attention

The childminder provides appropriate support for children's communication and language skills. She names objects that children are playing with and gives them explanations to help develop their understanding. The childminder provides a suitable curriculum to extend children's physical skills. Children develop the muscles in their hands as they use tools to manipulate dough and they practise control of their bodies using equipment in the park. The childminder demonstrates knowledge of how to adapt some parts of her curriculum for children who might need extra help.

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Inclusion Needs attention

There are some weaknesses in the leadership of the setting, including knowledge of some curriculum areas and the development children make in these areas. For example, the childminder does not effectively monitor children's progress in literacy and mathematics. In addition, she has not built partnerships with other settings children attend. Therefore, the childminder is not able to establish a consistent approach to meeting children's needs.

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Inclusion Needs attention

The childminder teaches children about how people are different. She uses books that represent diversity and has conversations with children to help them understand about different cultures and disabilities. Children learn about why people wear glasses and use a wheelchair. Children know that people have different needs and show respect.

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Inclusion Needs attention

The childminder gets to know individual children and some of the things they are able to do. She observes children during their experiences and makes some adaptations to help them. For instance, as children try to cut with scissors, she shows them how to hold the paper a different way. This helps them be able to make snips in the paper. She offers reassurance and children keep on trying.

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Leadership and governance Needs attention

The weaknesses in the leadership of the setting mean that some statutory requirements are not met. The childminder has not ensured all her processes are effective. She has not gathered information from parents about who to contact in an emergency. This compromises children's welfare. The childminder has not maintained a daily register of all children who attend her setting. This demonstrates a gap in an understanding of her responsibilities. The childminder's weak understanding of how to implement literacy or mathematics into her setting has an impact on the progress children make in these areas.

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Leadership and governance Needs attention

The childminder has engaged in some professional development. For instance, she has learned about children's communication and language and has used this knowledge to help her strengthen this area of her practice. The childminder shows an awareness of how to provide support to children who might require extra help. The childminder and any assistants work together as a team. They talk together about the service they provide for children and families and how they can improve. Parents are happy with the care and education their children receive.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

The weaknesses in the curriculum for mathematics and literacy impacts on the progress children make in these areas. The childminder does not effectively build on the knowledge children already have to secure the foundations for future learning. Daily registers and emergency contact details are not always fully maintained. This impacts on children's welfare.

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

Children build warm relationships with the childminder. They settle quickly into her care and show confidence in understanding the routine. For instance, children know where recycling materials go and take items outside to put them in the correct coloured bins. Children enjoy learning and are keen to participate in experiences. They take pleasure in making creations out of dough. Children progress in their communication and language skills and physical development.

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

The childminder gathers feedback from parents about her service. She sends out annual questionnaires. Parents feel like their contributions are valued. The childminder understands that every child is unique. She supports them by providing play experiences she knows they will enjoy. For instance, children enjoy playing with zoo animals and the childminder provides these for children. The childminder knows children's attendance is important and phones parents if children do not attend. They work together to help children attend regularly.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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each day for each individual child

maintain emergency contact information for every child 27/02/2026

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About this inspection

The inspector spoke with the childminder and any assistants 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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