Childminder

Childminder

Unique reference number (URN): 2708460 Registered with Ofsted: 03/08/2023 Registers: EYR

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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 Strong standard

The childminder and her assistants have established a positive and caring environment with consistently high expectations for children's behaviour. Children are very familiar with daily routines and respond well, demonstrating excellent self-control and understanding of what behaviour is expected. The childminder and her assistants act as positive role models, supporting children to develop secure social skills, polite manners and good listening. Children confidently share, take turns in group activities and show consideration for the feelings of others, learning vital skills beyond their years. For example, even the youngest of children push their chairs in unprompted when leaving the table.

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Behaviour, attitudes and establishing routines Strong standard

Children thoroughly enjoy learning at the setting and actively engage in a wide range of stimulating activities that support their attitudes to learning and promote curiosity. The childminder works closely with families to highlight the importance of punctuality and regular attendance, providing sensitive guidance and additional support where needed. The positive relationships between the childminder, her assistants and children, combined with clear routines and consistent guidance, have a significant impact on children's behaviour, confidence and attitudes to learning. As a result, children are motivated, respectful and ready to participate fully in all aspects of the setting.

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Children's welfare and wellbeing Strong standard

The childminder and her assistants place a keen emphasis on children's welfare and wellbeing. They consistently implement policies and procedures that keep children safe and healthy. Stringent hygiene routines are followed during activities such as food preparation and nappy changing. Children are supported to understand how to keep themselves safe and healthy, for example, by discussing the steps taken to prevent germs from contaminating food. Well-established, individualised routines, including sleep times, ensure that children receive warm and responsive care that meets their needs.

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Children's welfare and wellbeing Strong standard

The setting is nurturing and inclusive, and children form secure, loving attachments with the childminder and her assistants. Children sing songs about valuing themselves and others, being kind, respect and empathy. They truly feel that they belong, enjoying personal touches such as choosing chairs and water bottles labelled with their names and photos. The childminder and her assistants know each child and family well, enabling highly personalised support for children's emotional wellbeing, both at the setting and at home.

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Achievement Expected standard

All children make secure progress across all areas of learning. The childminder provides a wide range of activities and resources that develop children's independence, including managing personal care, tidying up and helping to prepare activities. Children make positive progress in communication and language. They listen attentively to stories, develop a love of books and confidently use new vocabulary, including words from their home languages. Disadvantaged children make progress from their individual starting points, supported through adapted teaching and targeted planning.

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Achievement Expected standard

Children's confidence, self-esteem and curiosity grow as they acquire the key skills needed for the next stage of learning. Foundational knowledge in literacy, mathematics, and personal, social and physical development is embedded through everyday routines and practical experiences. As a result, children are well prepared for school and future learning. Children will benefit further from the childminder's plans to build on the knowledge and teaching skills of both herself and her assistants.

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Curriculum and teaching Expected standard

The childminder has created a broad curriculum that is carefully planned around children's interests and learning needs. Children are fully engaged in activities and excited to explore new ideas. The childminder gets to know all children well. She ensures that she plans tailored support for disadvantaged children and understands how to support children with special educational needs and/or disabilities effectively if they were to attend. Children develop social skills and enjoy independent role play, such as pretending to be doctors treating dolls. They learn about the world around them. For example, they discuss animals that live in the Antarctic and learn new vocabulary that the childminder thoughtfully provides, including words such as 'narwhal'.

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Curriculum and teaching Expected standard

Children are encouraged by the childminder to join in music and movement activities, developing coordination and physical skills. The childminder skilfully weaves mathematical learning into everyday routines, such as counting grapes at snack time or singing number songs. She plans learning opportunities that enable children to make secure progress. The childminder and her assistants provide many opportunities for children to hear and use language. Sometimes, the childminder and the assistants talk over the children in group activities and do not provide enough time for children to speak and respond to questions to allow them to develop their speaking skills further. Overall, children make consistent progress across all areas of learning.

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Inclusion Expected standard

The childminder and her assistants create an inclusive environment where all children feel valued, loved and have a deep sense of belonging. Children's backgrounds and home lives are celebrated and thoughtfully reflected in everyday activities. They confidently use their home languages alongside English during play. Children enjoy singing songs in their home language and proudly teach new words to the childminder's assistants. Group activities are sometimes not well organised, which impacts on children's ability to be fully involved and develop their speaking skills further.

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Inclusion Expected standard

The childminder and her assistants know children well and have a clear understanding of their individual needs and differences. They build trusting relationships with families and gather detailed information to support children's learning and emotional wellbeing effectively. The childminder works closely with parents and provides clear guidance to help them support their children's learning and wellbeing at home. The childminder carefully selects resources to support children who receive early years pupil premium funding. She takes effective action to reduce barriers to learning and wellbeing. The childminder has an accurate overview of all children's progress and responds swiftly to adapt support when needed, ensuring that her setting remains inclusive. She ensures that she and her assistants have a secure understanding of reviewing and assessing children's needs. The childminder recognises the importance of working with other professionals to

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Inclusion Expected standard

further support children's development and individual needs.

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Leadership and governance Expected standard

The childminder is passionate about early years education and is committed to providing children with the best possible experience. She regularly attends training to enhance her knowledge and skills and has identified that both her own and her assistants' practice would benefit from further professional development. The childminder plans to arrange visits to other early years settings to observe different approaches and further refine her practice.

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Leadership and governance Expected standard

The childminder has high expectations of herself and her assistants. She provides robust training, monitors practice closely and ensures a consistently effective level of teaching across all areas of learning. As a result, children receive high-quality support that promotes both their learning and wellbeing. The childminder has an in-depth understanding of her assistants' individual needs and provides tailored guidance to support their professional development and wellbeing.

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Leadership and governance Expected standard

Positive partnerships with parents are a key priority. The childminder works closely with families to ensure that children have the best possible experience and access appropriate support. She has a clear overview of her curriculum and monitors children's progress carefully, taking swift action to support those who need additional help, including children in receipt of early years pupil premium funding. The childminder's comprehensive risk assessments ensure that children remain safe and well.

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

Children thoroughly enjoy their time in this welcoming, home-from-home setting. They settle quickly and form secure relationships with the childminder, her assistants and each other. Children feel valued and respond positively to regular praise. They learn to recognise their own feelings and those of others, and they show kindness and consideration towards their peers.

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About this setting

Children acquire high levels of independence. They confidently help to tidy up, clear tables and put their rubbish in the bin. Children enjoy singing and music activities and eagerly join in during group singing times that the childminder provides. They enthusiastically copy actions, jump up and down, and sing along to familiar songs. This helps to support their communication and language development effectively. Children grow in confidence, manage their emotions well and are familiar with daily routines. They are keen to help the childminder and her assistants with tasks.

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About this setting

The childminder and her assistants know children well through regular observations and assessments of their progress. They use this information to plan activities that meet children's individual learning needs. The childminder removes barriers to learning for disadvantaged children effectively. Activities are carefully planned so that all children can take part, make progress and feel included.

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About this setting

Children's individuality is celebrated through activities that reflect their interests. For example, children have recently shown an interest in animals that live in the Antarctic. The childminder and her assistants have thoughtfully planned activities to extend children's knowledge further. Children enjoy exploring ice-based activities, while the childminder and her assistants introduce new vocabulary such as 'icy' and 'freezing'.

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Next steps

The childminder should provide children with more time to answer questions and practise speaking, particularly in group activities, to help children to develop their language skills. The childminder should continue to build on her professional development to further enhance the teaching practice across her setting.

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About this inspection

The inspector spoke with the childminder, her assistants 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. Unique reference number (URN): 2708460

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About this inspection

Operating hours: Monday,Wednesday,Thursday,Friday : 09:00 - 18:00,Tuesday : 09:00 - 13:00

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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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