Childminder

Childminder

Unique reference number (URN): EY551079 Registered with Ofsted: 12/09/2017 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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Achievement Expected standard

Children demonstrate age-appropriate knowledge and skills across all areas of learning. Young children confidently count to 3 and form short sentences, developing early numeracy and communication skills. They are socially confident, often inviting the childminder to join their play. Children cooperate well with others, sharing resources, such as toy trains on a railway track.

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Achievement Expected standard

Children approach new experiences with positive attitudes. They show curiosity, resilience and perseverance. Children concentrate on tasks, such as turning buttons and knobs on pop-up toys. They demonstrate independence through practical actions, including tidying away toys or using tissues to care for themselves.

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Achievement Expected standard

Over time, most children make sustained progress in their learning and development and are well prepared for the next stage of education. Children develop a sense of self-worth and belonging and participate actively in activities. Children experience success in a supportive and inclusive environment. Through these experiences, children build confidence, independence and essential social, emotional and cognitive skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's attitudes to learning and behaviour. She supports children to focus on tasks. This helps children to develop concentration, self- discipline and knowledge across all areas of learning. Children are encouraged to approach activities with curiosity and persistence, developing resilience and a positive attitude towards trickier tasks. The childminder actively promotes positive behaviour and social skills, guiding children to use good manners, such as saying 'please' and 'thank you'. Children are kind and considerate to others. The childminder helps them to understand how their actions affect those around them. For example, when children experience difficulty sharing toys, the childminder encourages turn-taking and reflects on how their behaviour impacts others. This fosters children's empathy and cooperation.

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Behaviour, attitudes and establishing routines Expected standard

The childminder fully engages in children's play, modelling positive behaviour and scaffolding their learning. Children play together well, demonstrating positive social skills and the ability to cooperate and resolve minor disagreements independently. They enjoy being in the childminder's company and benefit from the trusting relationships she builds, which have a positive influence on their development. The childminder emphasises punctuality and regular attendance. She recognises the important impact consistent routines have on children's learning, progress and overall development. This ensures that children are well prepared for future stages of education.

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Children's welfare and wellbeing Expected standard

The childminder creates a safe, welcoming and nurturing environment. Children are happy, engaged and eager to socialise with their peers. They smile and show enthusiasm as they take part in activities, demonstrating confidence, curiosity and enjoyment in their learning. The childminder ensures that her care practices meet the individual needs of all children. She builds secure and responsive relationships that support children to recognise and express their emotions. This approach promotes children's sense of wellbeing, belonging and emotional security. The childminder carefully plans routines to reflect children's individual needs. This provides consistency throughout the day and helps children to feel confident and settled.

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Children's welfare and wellbeing Expected standard

Hygiene and self-care practices, such as toilet training and handwashing, are implemented effectively to support children of all ages. The childminder encourages independence, for example, by supporting toddlers to blow their own noses and manage practical tasks for themselves. She also promotes healthy lifestyles, guiding children to develop positive attitudes towards diet, exercise and dental hygiene. Well-established routines and consistent support help children to develop a sense of security and responsibility. The childminder implements practices to promote children's welfare and shares any concerns with parents when they arise.

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Curriculum and teaching Expected standard

The childminder demonstrates extensive knowledge of early years education and how children learn. She has carefully designed a curriculum that supports most children's development across all areas of learning. It is well sequenced, allowing children to build on their existing knowledge and skills. This helps children to learn more and achieve increasing levels of development over time.

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Curriculum and teaching Expected standard

The curriculum is considered an entitlement for most children. The childminder takes deliberate action to ensure that it is ambitious and inclusive, meeting the needs of children, including those with special educational needs and/or disabilities. She adapts activities thoughtfully to ensure that children are supported to make meaningful progress from their individual starting points. However, the childminder does not consistently strengthen her curriculum and teaching support for children who speak English as an additional language to ensure that these children access the full curriculum.

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Curriculum and teaching Expected standard

Children develop confidence, resilience and independence in the childminder's setting. They willingly tidy away toys before selecting new activities, showing responsibility and engagement in their learning. They are motivated and curious learners, with the childminder acting as a positive role model in all interactions.

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Curriculum and teaching Expected standard

The childminder teaches mathematical concepts explicitly through daily routines and planned activities. This supports children's early numeracy skills. She fosters children's love of books and reading through daily story sessions, which develop children's communication, language and listening skills. The childminder's curriculum ensures that children are well prepared, confident and eager to learn.

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Inclusion Expected standard

The childminder identifies, assesses and meets the needs of most children effectively. This helps to reduce barriers to their learning and support positive outcomes. The childminder provides appropriate adaptations and targeted support for children with special educational needs and/or disabilities (SEND), as well as for those children who are disadvantaged or known to care services. For example, she implements strategies to support children with speech delays. This helps to extend their language and communication skills and promote confidence in expressing themselves.

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Inclusion Expected standard

The childminder takes prompt and purposeful action to meet the needs of children with SEND. She carefully monitors the impact of the strategies and interventions she puts in place and engages with families and external agencies to support children's learning. This ensures that children make progress from their individual starting points. The childminder regularly reviews children's development. This enables her to adapt support as needed and respond effectively to children's emerging needs.

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Inclusion Expected standard

The childminder does not consistently strengthen her support for children who speak English as an additional language. For example, she has not embedded consistent and well- planned strategies to ensure that these children extend their communication skills further and make even more demonstrable progress.

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Leadership and governance Expected standard

The childminder has an accurate understanding of her provision and identifies areas for development effectively. She engages thoughtfully with other professionals to support children's learning, development and smooth transitions into other settings or school. When children attend additional provisions, the childminder maintains regular contact to ensure continuity of care and to support children's progress. Children's best interests are central to all her decisions.

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Leadership and governance Expected standard

The childminder actively participates in a childminding group to stay up to date with early years practice, reflect on her own practice and identify ways to improve. She demonstrates a commitment to continuous professional development, undertaking relevant training to enhance her skills. For example, the childminder has recently completed a course on repetitive physical behaviours to improve her understanding and support of children with special educational needs and/or disabilities in her care.

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Leadership and governance Expected standard

The childminder understands the importance of building positive relationships with parents and recognises the significant impact this has on children's learning and development. However, she does not consistently foster thoughtful, collaborative relationships or maintain effective communication with all parents. As a result, opportunities to fully support every child to thrive across all areas of their development are not always maximised.

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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 develop the knowledge, skills and confidence they need to secure the best possible start in life. They are happy, settled and clearly enjoy their time with the childminder. Children smile and show excitement as they prepare to eat healthy snacks, demonstrating positive attitudes towards food. They use good manners, politely responding with 'yes please' when offered choices, such as tomatoes or blueberries. As a result, children develop healthy habits and an understanding of nutritious diets from an early age.

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Inspector:

Victoria Jones The childminder places an emphasis on physical development and exercise. Children benefit from regular trips into the community, including visits to local aquariums, zoos and nearby woodland areas. These experiences provide valuable opportunities for children to develop their physical skills. For example, they run, jump and hop, while also exploring nature and learning about animals and their environments.

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Inspector:

The childminder supports most children's communication and language skills. Young children develop their understanding of the wider world as they listen attentively to stories read by the childminder, who uses an engaging and expressive voice. Toddlers build a broad vocabulary and begin to speak in short sentences, confidently expressing themselves, for example, saying, 'We will get it,' as they independently collect a toy. The childminder models language effectively by speaking slowly and clearly and introducing new words, such as 'blueberry' and 'green car'.

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Inspector:

Children are socially confident and play cooperatively with one another. They feel safe, valued and welcome in the warm, home-from-home environment. The childminder carefully monitors children's progress, ensuring that their development is recorded accurately and that they make appropriate progress. As a result, children flourish and feel secure and happy in the childminder's care.

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Next steps

The childminder should strengthen strategies to ensure consistent and targeted support for children who speak English as an additional language to further extend their language and communication skills. The childminder should further develop strategies to ensure consistently positive and meaningful engagement with parents and carers to support all children to thrive across all aspects of their development.

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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 : 06:00 - 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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