Childminder

Childminder

Unique reference number (URN): 2738176 Registered with Ofsted: 02/08/2023 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 significant progress in their development. All children, including those with special educational needs and/or disabilities, benefit from thoughtful adaptations in the provision to support their learning and development. Children are very well prepared for their next stage in learning and transition to school.

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Achievement Strong standard

Children benefit from activities that support their personal and social skills. They learn to share, take turns and play alongside each other, helping them to build friendships. Children have lots of opportunities to develop their communication and language through meaningful conversations with their friends and adults.

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Achievement Strong standard

Children regularly visit the park and play outside, giving them the opportunity to engage in physical activity. Children join in with a variety of activities to help develop their small muscles. These experiences support children in developing independence and practical skills for everyday tasks.

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Behaviour, attitudes and establishing routines Strong standard

Children form strong attachments with the childminder, who is a positive role model. She embeds familiar routines into the day and praises positive behaviour, helping children to show kindness towards each other and use good manners. Children understand the boundaries, rules and routines in the setting. They know what is expected of them and respond positively to guidance from the childminder and any assistant that works with her. As a result, children feel secure, and consistent expectations support them to manage their behaviour.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children's understanding of emotions through daily mindfulness activities and regular conversations about how they are feeling. This helps children manage their feelings effectively, resulting in very good behaviour. Children develop a positive attitude to learning, showing independence and confidence to carry out tasks for themselves, knowing that an adult is nearby if needed.

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Behaviour, attitudes and establishing routines Strong standard

The childminder models and promotes positive relationships, encouraging children to treat each other with kindness and respect. As a result, children learn to include others in their play, take turns and cooperate with their peers. This helps them develop strong social skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a variety of engaging activities that capture children's interests and encourage persistence. For example, children spend time squeezing and moulding materials and seeds to make bird feeders, developing concentration. Children persevere at activities, showing a 'can-do' attitude.

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Behaviour, attitudes and establishing routines Strong standard

The childminder adapts her provision and works closely with families to overcome any barriers. This helps children to attend regularly and be able to fully participate in the activities on offer.

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Children's welfare and wellbeing Strong standard

Children are very happy and feel secure in the childminder's home. They form positive relationships with the childminder who provides a kind and caring approach. These relationships give children a secure base from which they can explore, learn and develop. The positive praise they receive helps children build confidence and self-esteem. Children also learn to manage their emotions, with the childminder teaching strategies to help them regulate their feelings and behaviour.

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Children's welfare and wellbeing Strong standard

The childminder and any assistant that works with her get to know children and their families very well. Through home visits and regular discussions, they gather information about children's routines, interests and home life. This enables them to tailor their provision to meet individual needs and support children's wellbeing effectively.

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Children's welfare and wellbeing Strong standard

The childminder promotes healthy eating and shares guidance with parents to encourage good habits. Children enjoy healthy snacks and have daily access to fresh air and physical activity. This helps children to begin to understand how to keep themselves healthy. Furthermore, the childminder ensures that she maintains a safe and secure space for all children.

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Curriculum and teaching Expected standard

The childminder knows the children in her care well. She plans a carefully sequenced and ambitious curriculum that builds on what children already know and can do. This supports their next steps in learning. The environment is thoughtfully organised, with a wide range of resources easily accessible. This enables children to make choices and extend their learning through play.

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Curriculum and teaching Expected standard

The childminder is attentive to children's emerging needs and monitors their progress closely. She quickly identifies children who may benefit from additional support, including those with special educational needs and/or disabilities. She works with professionals and develops individual learning plans to enable all children to make consistent progress in their learning and development.

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Curriculum and teaching Expected standard

Children benefit from well-structured, familiar routines. They are encouraged to carry out tasks for themselves, supporting independence and self-care skills. Children show pride in their achievements, for example, when they put on their own coats and hats in preparation for outdoor play. The childminder celebrates these successes, which boosts children's confidence and reinforces their sense of responsibility.

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Curriculum and teaching Expected standard

Overall, the childminder supports children's communication and language development. She models language, introducing new words and creates meaningful opportunities for children to listen and respond. However, sometimes confident children dominate conversations and quieter children do not have the same opportunity to join in. The childminder weaves mathematical concepts into everyday activities. She encourages children to count objects and actions, helping to build their early numeracy skills.

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Inclusion Expected standard

The childminder has high expectations for all children. She encourages them to achieve their full potential and supports them to make consistent progress across all areas of learning.

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Inclusion Expected standard

The childminder carefully identifies and assesses each child's individual needs to ensure that they receive the support they require. She works closely with families, professionals and external agencies. She takes prompt action to reduce any barriers to learning through targeted support, reasonable adjustments and inclusive practice. The childminder has a secure understanding of how to support children's individual needs and where to seek further help when needed. For example, she liaises with speech and language therapists to devise individual plans to support children's language development.

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Inclusion Expected standard

Children's progress is closely monitored, and support is regularly reviewed to assess its impact. Furthermore, additional funding is used effectively to support disadvantaged children. This helps all children, including those with special educational needs and/or disabilities to make steady progress in their learning and development from their individual starting points.

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Leadership and governance Expected standard

The childminder forms effective partnerships with parents and keeps them updated regularly through daily discussions. She offers advice and guidance to support parents, for example working closely with them to establish consistent routines during toilet training. Furthermore, she works closely with other professionals when needed to ensure that the needs of all children are fully met.

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Leadership and governance Expected standard

The childminder reflects on her provision regularly. She recognises the strengths of her setting and identifies areas for further improvement. She is responsive to children's emerging needs and adapts her interactions accordingly. This ensures that all children have the support they need to reach their full potential.

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Leadership and governance Expected standard

The childminder provides mutual support through regular supervision and daily discussions with any assistant who works with her. She maintains and updates her knowledge through regular training. Recent training on positive wellbeing and mental health for children, has enhanced understanding of the importance of helping children recognise and manage their feelings and emotions. The childminder should focus professional learning on how she can better support children to share their thoughts and ideas and join in with meaningful conversations.

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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

The childminder and any assistant that works with her provide a warm and nurturing environment. The childminder greets children and their parents on arrival, helping children to feel safe and secure. Children arrive happily and quickly settle into activities. The childminder monitors children's progress and quickly identifies any gaps in learning. Through early identification and support, all children, including those with special educational needs and/or disabilities, make consistent progress from their starting points.

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About this setting

Type: Childminder The childminder and any assistant that works with her regularly share songs, rhymes and stories. During familiar stories, they pause so children can join in and remember parts of the story. Children are encouraged to talk about past experiences, such as a recent trip to the theatre. Children enjoy recalling this experience, which helps them to build on their existing knowledge. Overall, the childminder engages children in lots of conversations, and confident children readily join in.

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About this setting

The childminder and the children spend lots of time outdoors, where they explore nature and develop their curiosity about the world around them. They have daily opportunities to play outdoors and regularly visit local parks and an allotment. In the garden, children develop their balance and coordination as they ride scooters and use a trampoline. The childminder provides many opportunities for children to strengthen their small muscles. For example, children squeeze materials together to make bird feeders and use spoons to scoop seeds, helping to develop their hand–eye coordination.

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About this setting

The childminder embeds familiar routines and sets clear expectations throughout the day. As a result, children listen attentively, follow instructions and demonstrate very good behaviour.

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Next steps

The childminder should encourage quieter children to participate in discussions, while supporting confident children to take turns in conversations.

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About this inspection

The inspector spoke with the childminder and her assistant 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. Registration date: 02/08/2023

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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