Childminder

Childminder

Unique reference number (URN): 400630 Registered with Ofsted: 26/02/2001 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children make excellent progress across all areas of learning in relation to their starting points. They are becoming confident communicators. They feel comfortable expressing their needs and engaging in a range of meaningful discussions. Children are not afraid to ask for help when they need it. They are well prepared for their next stage of learning, such as school.

p.2

Achievement Strong standard

Children are beginning to develop the skills they need to manage a range of personal care skills. The childminder supports younger children with toilet training and using the potty. Older children are becoming increasingly confident in using the bathroom independently.

p.2

Achievement Strong standard

Children are motivated to learn new skills. They are able to maintain their focus on activities. For example, children become engaged in making a pattern using magnetic tiles. They proudly show off their achievements. Children are inquisitive and curious about the world around them and will confidently ask questions.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has formed strong relationships with children. She treats them with respect and kindness, and they approach her for reassurance and cuddles. The childminder supports children in remaining focused on activities. She has a good understanding of child development and what she can expect from children at different ages.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children get along well with each other. This is reinforced by the childminder, who encourages them to work together. For example, the childminder and children work as a team to tidy up. The childminder encourages children to think for themselves. For example, children point out that there is still sand on the floor. The childminder asks how they can collect it. Children find the dustpan and brush and enjoy cleaning up the sand. When children find sharing resources difficult, the childminder helps them think of a solution. Children suggest using a sand timer to take turns with the toys.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder ensures that children attend their agreed sessions. This helps build positive routines for the future, especially when children start school. The childminder follows up on any non-attendance in line with her policies and procedures.

p.2

Children's welfare and wellbeing Strong standard

The childminder creates a safe and welcoming environment. Children who have now left the setting feel that the childminder's home is a safe place in the community where they can return to if needed. The childminder is highly respectful of children. For example, she ensures that she asks for children's permission when discussing their personal care needs. Children express how they are feeling through a thumbs-up, thumbs-down approach.

p.2

Children's welfare and wellbeing Strong standard

The childminder understands children's routines. She works closely with parents to help her understand what is best for individual children. For example, she finds out from parents what time children got up in the morning. Alongside her own knowledge of the child and their tiredness cues, this helps her to ensure that children get adequate rest and sleep. The childminder knows children's individual routines well. She adapts her provision and timetable to suit each child. For example, some children are ready for their lunch and snack earlier than others due to the time they arrive.

p.2

Children's welfare and wellbeing Strong standard

The childminder has a thorough understanding of how to help children look after their teeth, promoting healthy eating and encouraging healthy food choices. She is proactive in seeking support. For example, she has taken advice from a local dentist. The childminder provides information and guidance to parents on a range of topics, such as keeping children safe online. She shares messages with children about appropriate screen time for their age.

p.3

Curriculum and teaching Strong standard

The childminder has developed a clear curriculum based on children's interests. She is highly skilled at adapting her teaching and responding to children. For example, when seagulls fly overhead, she encourages discussion about what the seagulls are looking for and the types of food they eat. The childminder places a clear focus on supporting children in expressing their emotions and developing their confidence across all areas of learning. She consistently extends vocabulary through children's interests, such as introducing terms such as 'striker' and 'tackle' when discussing the local football team. As a result, children develop a rich vocabulary and are confident when taking part in discussions.

p.3

Curriculum and teaching Strong standard

The childminder uses assessments highly effectively to identify children's next steps in learning. She plans a range of engaging activities to support their individual learning needs. For example, she helps children recognise numbers during their play with plastic building bricks. This helps children to see numbers in different contexts and consolidates their understanding. This approach is adapted for younger children, who are learning to recognise different colours.

p.3

Curriculum and teaching Strong standard

The childminder ensures that children have ample opportunities to develop their physical skills. Children have access to an outdoor space where they can use a selection of ride-on toys and bicycles. The childminder plans a range of meaningful and well-thought-out outings in the local community. For example, she develops children's counting skills as they sit on a nearby bench with a picnic and count passing cars.

p.3

Inclusion Strong standard

The childminder carries out regular and thorough assessments, which helps her identify any additional support needs. She shares these assessments with parents, alongside guidance on what to expect at different ages and stages of development. The childminder works closely with parents to address concerns early. She offers guidance, reassurance, and practical tips, including ways to support children's learning at home. The childminder knows how to access additional support when necessary.

p.3

Inclusion Strong standard

When children are not meeting developmental milestones, the childminder implements targeted support. For instance, to encourage walking, she places toys just out of reach on windowsills. This motivates children to pull themselves up to stand and helps strengthen their leg muscles. The childminder has an in-depth understanding of child development. She implements researched strategies, such as barefoot play, to support physical development.

p.3

Inclusion Strong standard

The childminder understands what additional funding may be available. She can explain how this could be used for any children in her setting. The childminder knows the children and the families who use her setting well. She invests time in getting to know each family. The childminder is mindful of any changes that might require extra emotional support, such as the absence of a parent or the arrival of a new sibling.

p.4

Leadership and governance Strong standard

The childminder is highly ambitious and committed to providing high-quality care. She regularly reflects on her practice. This enables her to further develop her teaching and improve her provision. She keeps her knowledge up to date and actively seeks targeted training to enhance her practice. For example, the childminder is currently undertaking training in developing her knowledge of supporting children with special educational needs and/or disabilities. She keeps up to date with industry developments, such as recent changes in safer eating guidance. The childminder reflects on incidents in the sector to inform and strengthen her practice.

p.4

Leadership and governance Strong standard

The childminder knows each family well. This allows her to engage in meaningful discussions with parents, ensuring that they remain fully informed about their child's development. These strong relationships allow the childminder to address any concerns sensitively and effectively. The childminder has also established positive working relationships with staff at other settings children attend, including local pre-schools. Through visits and information-sharing, the childminder works collaboratively to provide a consistent and supportive approach to children's development.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are happy and thriving in the care of the dedicated and passionate childminder. Relationships between the childminder and children are loving and caring. For example, during mealtimes, children enjoy sitting with their arms around the childminder. he childminder tailors settling-in sessions to meet the needs of each child, providing them with ample support when they initially start to attend her setting. She childminder recognises that some children may take longer to settle than others and accommodates their needs. The childminder strives to provide a range of experiences, planned with consideration of the experiences children have already had in life. For example, she takes children on trips to the supermarket to broaden their understanding of daily life. She also follows children's lead in the moment. For instance, when children ask to go for a picnic in the middle of winter, she adapts the activity to suit the season.

p.5

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

The childminder helps children understand and communicate their emotions. She explores children's feelings further if they are unsure how they feel. The childminder knows the families of children well and spends time speaking with children about their families. This helps children understand that they are unique and that their families, including extended families, are valued. The childminder is aware of potential barriers to children's learning, such as changes to family circumstances.

p.5

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

The childminder skilfully uses daily routines to develop children's problem-solving abilities. For example, she asks children how they could stop the sand falling out of the bag once it has been tidied away. During their time with the childminder, children develop confidence. The childminder provides strong support for children's independence skills. Older children confidently use the bathroom independently.

p.5

About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 17:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of all children, including those who may face barriers to their learning and/or wellbeing.

p.6

About this inspection

The inspector spoke with the childminder, children and parents during the inspection.

p.6

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8