Childminder

Childminder

Unique reference number (URN): EY485450 Registered with Ofsted: 27/01/2015 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 Strong standard

Children make progress from their starting points and develop the foundational knowledge and skills they need for later learning. They build secure communication and language skills and use an increasing range of vocabulary to share ideas, ask questions and take part confidently in conversations. This supports their learning across all areas of the curriculum.

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Achievement Strong standard

Children achieve well in relation to their age and stage of development. For example, older children confidently recognise and blend sounds to read their names, while younger children use emerging language to express their needs and join in with activities alongside their peers. Children also develop early mathematical understanding through counting, comparing and using number in play. Children develop independence, confidence and positive learning habits. As a result, they are well prepared for their next stage of learning, including the move on to school where appropriate.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a calm, positive environment with clear, commonly understood expectations for behaviour. Children understand what is expected of them and respond quickly to gentle reminders. For example, when reminded that they should not jump on the sofa for safety reasons, children immediately stop and continue their play on the floor. This helps to create a settled atmosphere where children feel safe and ready to learn.

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Behaviour, attitudes and establishing routines Strong standard

Warm, trusting relationships underpin children's behaviour and attitudes. The childminder knows children well and models kindness, respect and patience in her interactions. Children feel confident to seek her support and show high levels of trust and cooperation. As a result, children demonstrate positive attitudes to learning and engage willingly in activities.

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Behaviour, attitudes and establishing routines Strong standard

Clear routines help children to manage their day successfully. Children follow daily routines independently, for example when washing their hands, tidying resources and preparing to go outdoors as part of the day. The childminder promotes punctuality and attendance through consistent expectations and close communication with parents, helping children to establish good habits for learning.

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Behaviour, attitudes and establishing routines Strong standard

Children learn to collaborate and get along well with others. They share resources, take turns and play cooperatively across age groups. Older children naturally support younger ones, helping them to develop confidence and a sense of responsibility. The childminder considers children's age, stage of development and individual needs carefully when supporting children's behaviour. She adapts her approach sensitively to ensure that all children can meet the expectations of the setting and continue to thrive.

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Children's welfare and wellbeing Strong standard

The childminder provides a high standard of care that meets children's individual needs effectively. She knows children and their families well and responds promptly and sensitively to children's physical and emotional needs. As a result, children feel safe, settled and well cared for throughout the day.

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Children's welfare and wellbeing Strong standard

Secure and responsive relationships underpin children's wellbeing. The childminder builds strong attachments with babies and young children and offers consistent reassurance and support. Children confidently seek her comfort and guidance, which helps them to develop a secure sense of emotional wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder supports children well to develop an understanding of their health, safety and physical development. She promotes healthy choices through regular discussion and by providing nutritious meals prepared from fresh ingredients. Children often join her to help prepare meals, which helps them to learn about healthy food, develop independence and take pride in caring for themselves and others. Daily outings provide children with regular opportunities to be physically active outdoors, helping them to build strength, coordination and confidence.

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Children's welfare and wellbeing Strong standard

Children learn to recognise, express and manage their emotions with increasing confidence. The childminder names feelings, models calm behaviour and supports children to resolve minor disagreements sensitively. This helps children to develop self-regulation and resilience.

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Children's welfare and wellbeing Strong standard

The childminder's care practices support children's individual needs effectively. The childminder works closely with parents to agree sleeping, feeding and care routines that reflect each child's stage of development. This ensures that children experience consistent care and that their wellbeing remains a high priority.

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Inclusion Strong standard

The childminder creates an inclusive culture where all children feel welcomed, valued and supported to succeed. She knows children and their families well and uses ongoing observation and assessment to identify children's individual needs promptly. This enables her to recognise any emerging concerns about children's learning, development or wellbeing at an early stage.

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Inclusion Strong standard

Although there are currently no children on roll with special educational needs and/or disabilities or known to children's social care, the childminder demonstrates a secure understanding of inclusive practice. She adapts activities, routines and the environment to meet a wide range of needs and understands the graduated approach and the procedures for making referrals when necessary.

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Inclusion Strong standard

The childminder monitors children's progress closely and reviews her support regularly to check its impact. She works in partnership with parents to reduce barriers to learning or wellbeing. For example, she agrees shared strategies with parents to support children's communication and personal development, including reducing reliance on comfort aids and promoting consistent approaches at home and in the setting. This helps children to make very effective progress from their starting points.

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Inclusion Strong standard

The childminder keeps her training up to date and engages with professional networks and external guidance to strengthen her inclusive practice. She demonstrates a clear

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Expected standard

understanding of how to use funding to improve outcomes for disadvantaged children and continues to ensure that all children have equal opportunities to achieve.

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Leadership and governance Strong standard

The childminder has a clear understanding of the strengths of her provision and uses reflective practice to maintain and improve the quality of care and learning for all children. She takes decisions that are firmly in the best interests of children and prioritises their safety, wellbeing and learning when organising routines, activities and outings. She works in close partnership with parents, sharing information regularly and using their views to help shape her provision and support children's learning and development.

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Leadership and governance Strong standard

The childminder manages her workload and wellbeing effectively and maintains a well- organised, sustainable practice. She values professional development and keeps her knowledge up to date, for example by completing recent safeguarding training and keeping abreast of changes to the early years foundation stage.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of the curriculum she provides and the knowledge and skills she wants children to develop over time. She designs a broad and balanced curriculum that meets all the learning and development requirements of the early years foundation stage and reflects the ages and stages of the children on roll.

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Curriculum and teaching Expected standard

She plans activities purposefully and uses her knowledge of child development and the educational programmes to guide her teaching. She places appropriate priority on children's personal, social and emotional development and physical development, ensuring that routines and daily experiences support children's wellbeing, independence and confidence. Children benefit greatly from daily outings, although opportunities for outdoor learning in the home setting are less well developed.

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Curriculum and teaching Expected standard

The childminder supports children's language and communication throughout the day. For example, during creative activities she introduces new vocabulary, such as 'slice', 'roll' and 'knead', and encourages children to explain what they are doing. She also provides opportunities for children to develop early mathematical understanding through everyday activities, such as counting, comparing and using number in play.

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Curriculum and teaching Expected standard

The childminder uses ongoing assessment to check what children know and can do and adapts her teaching to reflect children's different starting points and stages of development. She shows an appropriate understanding of how to adapt activities and routines should this be required. This helps to ensure that the curriculum remains relevant to 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 enjoy their time at this welcoming childminding setting and show a beneficial sense of belonging. They arrive happily, settle quickly and demonstrate trusting, secure relationships with the childminder. She knows the children well and responds sensitively to their needs, helping them to feel safe, valued and confident to express themselves.

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

Children are cared for well and benefit from clear, consistent routines that support their emotional wellbeing and independence. From an early age, children learn to manage their personal needs, make choices and take responsibility for simple tasks, such as washing

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About this setting

their hands, selecting resources and attempting to put on their coats. Older children confidently support younger ones, helping to create a calm, cooperative atmosphere where everyone feels included.

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About this setting

Children enjoy learning and are motivated to take part in a wide range of purposeful activities. They show curiosity, imagination and sustained concentration. For example, during creative activities, children concentrate for extended periods, talk about their ideas and use new vocabulary introduced by the childminder. She skilfully supports children's communication and thinking through regular conversation, well-chosen questions and the introduction of new words. As a result, children develop effective language skills and a growing love of books, stories and early reading.

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About this setting

Children behave well and show positive attitudes to learning. They play alongside their peers, share resources and take turns appropriately. Regular opportunities to mix with other children in the community help them to develop confidence and positive social skills.

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About this setting

Children make very effective progress from their starting points. The childminder adapts her support to meet individual needs. This helps to ensure that children are well prepared for their next stage of learning.

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Next steps

The childminder should develop more consistent opportunities for outdoor learning within her home setting so that children can extend their learning and physical development further.

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About this inspection

The inspector spoke with the childminder and children during the inspection and reviewed written feedback from parents.

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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. Unique reference number (URN): EY485450

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About this inspection

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

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 .

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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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