Childminder

Childminder

Unique reference number (URN): EY330766 Registered with Ofsted: 03/05/2006 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 make typical progress from their starting points, particularly in communication and language. They grow in confidence during story times and singing sessions, using new vocabulary and expressing their ideas clearly.

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Achievement Expected standard

Children steadily gain the knowledge, skills and attitudes they need for the next stage of learning. They develop confidence and early mathematical understanding, building firm foundations for later success. Younger children enjoy chatting, looking at books and engaging in role play.

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Achievement Expected standard

During their play, children show enjoyment and seek out support and comfort when needed. Children develop essential social skills, such as turn-taking and sharing, needed for their next stage in learning. All children, including those who may need additional support, achieve well. Children show they feel safe and demonstrate positive attitudes to learning. Strengthening children's independence and self-care skills further would make a positive difference.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between the childminder and children are extremely warm and positive. The childminder praises children for their achievements, which boosts their confidence and self- esteem. Children have regular opportunities to engage with other children and adults through the childminder's links with other settings. This supports their self-confidence and enhances ability to form friendships. Young children form purposeful relationships.

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Behaviour, attitudes and establishing routines Expected standard

Generally, the childminder teaches children how to behave well. She creates a calm learning environment and has a nurturing approach. Children thrive through familiar routines. They benefit from an abundance of praise and support. However, at times, when behaviour issues arise, such as children taking toys from others, the childminder does not consistently highlight the consequences of the children's actions. This means that children comply in the moment but do not develop a clear understanding of the impact of their behaviour on others. This reduces opportunities for them to learn how to manage their behaviour independently.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works effectively with parents and carers to quickly address any barriers to attendance that could impact on children's learning. Parents know to always inform the childminder if there is a reason for non-attendance. This establishes routines that keep children safe and support their learning and development in the future.

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Children's welfare and wellbeing Expected standard

Children confidently seek reassurance and assistance from the childminder. They invite her into their play and enjoy her company. The childminder gathers helpful information from parents and carers about routines at home, children's health, and their interests. She offers settling sessions that enable children to become familiar with the environment and develop secure attachments. The childminder monitors sleeping children to promote their safety and ensures that she caters for all children's diets well.

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Children's welfare and wellbeing Expected standard

The childminder gives children a variety of opportunities for developing their physical skills. Children visit local parks and soft-play sessions, developing their large muscles. They refine their hand–eye coordination and small motor skills when mark making with chalks, for instance. The childminder supports older children to know what to do if they encounter potential risks, such as when they use the internet at home. Younger children use gestures and sounds to express themselves, and the childminder responds quickly to their needs. She uses facial expressions and stories to talk about feelings, helping children to understand their emotions.

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Children's welfare and wellbeing Expected standard

Overall, the childminder helps children to learn about their health. Children are provided with healthy meals and have regular access to fresh air and exercise. Children know that water is healthy. The childminder supports older children's oral health through toothbrushing and teaches them why they need to brush their teeth. However, handwashing procedures are not consistent. For instance, children do not always wash their hands using soap and water before meals. This does not give children consistent messages around hygiene and limits their opportunities to discuss the importance of 'washing away germs'.

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Curriculum and teaching Expected standard

The curriculum is well designed and covers all areas of learning. The childminder provides a nurturing and caring environment. The emphasis on physical activity supports development well. For example, walks to and from school, trips to parks and local playgroups build children's stamina and muscles. Routines are well structured and considered, with activities that enable children to develop curiosity about the world around them and build on their social skills. The childminder is reflective of her curriculum and makes adaptions to ensure that learning is purposefully sequenced. Children build their knowledge and skills securely.

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Curriculum and teaching Expected standard

The childminder skilfully weaves early mathematics into children's play and routines. Children enjoy using mathematical language as they play. For example, when making marks on the chalkboard, the childminder and children talk about size, position, and the colours of the shapes they create. The childminder supports children's communication and language skills well. She asks questions to encourage conversational skills and to promote a wide range of vocabulary. The childminder recognises the value of songs and rhymes in supporting children's language skills. They enjoy singing familiar songs and rhymes and join in with the actions. The childminder does not consistently support and encourage children to gain higher levels of self-care and independence. For example, she does not always teach children how to wipe their own nose to help them build their independence even further.

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Curriculum and teaching Expected standard

The childminder uses observation to assess children's development. She adapts her teaching to reflect each child's stage of learning. She understands how to provide effective support for children who need extra help. As a result, children who are disadvantaged or have barriers to their learning make progress across the curriculum.

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Inclusion Expected standard

The childminder completes regular assessments and can confidently explain what children know and can do, and how she is going to help them make progress. The childminder invests time getting to know each child as an individual so she can respond effectively to their needs. Before children start, she gathers information about their interests, routines and experiences at home. This helps children settle quickly into the setting. The childminder shares updates with parents and carers each day and regularly informs them of their children's achievements. This collaborative approach ensures consistency between home and the setting and helps parents continue their children's learning at home. The childminder understands the importance of progress checks, and works in partnership with parents and health visitors to monitor children's development.

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Inclusion Expected standard

The childminder works closely with external professionals to remove barriers to learning. This effective partnership working ensures that children's individual needs are well understood and supported. Her experience and commitment to continual professional development ensure an informed approach to potential barriers to children's learning. This enables her to make effective adjustments, ensuring that all children access and benefit from an inclusive curriculum. The childminder understands how to use additional funding, such as early years pupil premium funding, to meet children's individual needs.

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Leadership and governance Expected standard

The childminder has extensive experience of working with children and stays well informed about the current requirements of the early years foundation stage. She seeks the views of families and children to inform ongoing improvements. She evaluates her provision and responds quickly to children's emerging interests or needs. Partnerships with local nurseries and schools support transitions. The childminder regularly shares developmental updates with teachers. She is committed to her professional development. She regularly attends training to maintain a thorough understanding of statutory requirements and any changes. The childminder works collaboratively with other childminders and her local authority to share ideas and develop strategies that enhance children's learning and development.

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Leadership and governance Expected standard

The childminder makes decisions in the interests of children. For example, she works with other professionals to support children's needs and to remove barriers to their learning. The childminder has built collaborative relationships with parents and carers. Communication with parents occurs on a daily basis, with important information shared between them, helping children to thrive. These partnerships ensure that children receive the tailored support they need to overcome barriers to their learning and to make timely progress.

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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 deep, trusting bonds with the childminder. They are cared for in a supportive and nurturing family environment. Children are happy, safe and secure. The childminder works closely with parents and carers when children first start. She takes time to get to know children well and gathers detailed information about their likes and dislikes. The childminder observes children's interests and plans activities and experiences to build on what they already know. She recognises each child's unique nature and ensures that all children feel emotionally secure. She creates an environment where children settle quickly

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Inspector:

Beverley Devlin and grow in confidence as they explore. Every child feels valued and gains a secure sense of belonging at the setting.

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Inspector:

Children respond well to clear, simple instructions and show high levels of concentration and perseverance. For example, they remain focused for prolonged periods while testing out complex locks, bolts and hook-and-eye fasteners. The childminder rotates resources to fit children's changing interests. This helps children remain engaged and supports their learning. The childminder monitors and promotes children's attendance, supporting consistency in their learning and development.

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Inspector:

The childminder carefully designs a curriculum that supports all children to make typical progress from their starting points. She is passionate about ensuring that children with special educational needs and/or disabilities achieve their full potential. Children have valuable opportunities to develop their social skills through a variety of activities, including regular visits to local playgroups and soft-play sessions. These experiences help them build confidence to join in with others and form friendships with their peers, overcoming barriers to their learning and development. Children learn to cooperate, share and communicate effectively. These interactions support their personal and social development.

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Next steps

The childminder should increase opportunities to promote children's independence and self-care skills. The childminder should strengthen behaviour management strategies to help children develop a better understanding of the consequences of their behaviour and choices. The childminder should reflect on routines that promote children's personal health and hygiene so that standards are consistently high, especially regarding the importance of effective handwashing.

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About this inspection

The inspector spoke with the childminder and 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 : 07:00 - 17:30,Thursday : 07:00 - 09:00,Thursday : 15:00 - 17:30

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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

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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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