Childminder

Childminder

Unique reference number (URN): EY379401 Registered with Ofsted: 23/02/2009 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 effective progress from their individual starting points and demonstrate increasing confidence across all areas of learning. They develop confidence in their communication and language skills as they listen attentively, follow instructions and begin to use words to express their needs and ideas. For example, younger children confidently ask for resources or help, while older children describe what they are doing during play and share their thinking.

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Achievement Expected standard

Children show developing mathematical understanding as they use appropriate mathematical language, recognise colours and shapes and solve simple problems when sorting and matching resources. Children develop physical skills effectively through regular activities and opportunities to refine their skills, such as coordination, balance and strength. Children also achieve well in personal, social and emotional development, showing independence as they dress themselves, tidy away resources and help their younger peers.

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Achievement Expected standard

Children who speak English as an additional language make secure progress in understanding and using English alongside their home language. As a result, children build firm foundations, develop positive attitudes to learning and continue building on their achievements over time and as they prepare for their next stages in learning.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes to learning because clear routines and expectations are embedded. The childminder models kindness, respect and calm behaviour, which children quickly adopt. As a result, children are polite, considerate and learn to manage their feelings appropriately. For example, when minor disagreements arise over popular resources, children are encouraged to use words, take turns and consider how others feel. They are supported to develop empathy and are proud to help one another, with older children confidently supporting younger peers.

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Behaviour, attitudes and establishing routines Expected standard

Children are motivated to learn, showing curiosity and sustained engagement in activities that interest them. They persevere when tasks are challenging and respond well to lots of encouragement and praise. Routines are well established and support children's independence, such as when dressing themselves, tidying away resources and preparing for their chosen activities. Children's voices are valued. For example, they are encouraged to choose which story they would like to listen to during group time. Attendance is promoted effectively through close partnerships with parents and carers and consistent daily routines, ensuring children settle quickly and feel secure.

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Behaviour, attitudes and establishing routines Expected standard

The childminder takes account of children's individual ages, stages and needs when supporting behaviour, offering reassurance, guidance and clear explanations. Children feel safe to express their emotions and seek support when needed. As a result, children are emotionally secure, confident and demonstrate positive behaviour, enabling them to learn, play cooperatively and thrive.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are prioritised through attentive care practices that meet their individual needs effectively. The childminder knows children well and establishes secure, responsive relationships. This enables children to feel emotionally safe and confident to seek support when needed. For example, children enjoy lots of comfort during a group story time activity and are reassured sensitively if they become upset or tired.

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Children's welfare and wellbeing Expected standard

Routines for eating, rest and play are well established and support children's physical and emotional wellbeing. The childminder closely supervises children during mealtimes, promoting safe eating practices and cutting food into appropriate sizes to reduce risk. Children are supported to develop an understanding of healthy choices through discussions about nourishing snacks or food, including the importance of caring for their teeth. Children benefit from regular opportunities to be physically active, spend time outdoors and take part in a range of trips and outings that support their health, confidence and wider experiences. Hygiene routines help children to develop an understanding of personal care. The childminder manages sleeping arrangements with consideration for children's individual needs and responds promptly to signs of tiredness.

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Children's welfare and wellbeing Expected standard

Children are supported to recognise, express and manage their emotions through calm guidance and consistent routines. As a result, children feel emotionally secure, well cared for and supported to develop positive habits that promote their overall health, safety and wellbeing.

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Curriculum and teaching Expected standard

The childminder demonstrates a clear understanding of the curriculum, how it supports children's learning and development and how to develop it further. She plans and delivers a broad, balanced curriculum that is shaped by children's interests and stages of development, ensuring it is purposeful and engaging. Teaching places an effective emphasis on communication and language, particularly for children who speak English as an additional language. The childminder models rich vocabulary, asks thoughtful questions and encourages children to explain their thinking during play and routines. For example, children are prompted to describe the features of shapes and how materials fit together, or to use words alongside gestures when requesting help.

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Curriculum and teaching Expected standard

Mathematical learning is woven naturally into daily activities, such as counting objects, sorting shapes and recognising colours. Children explore number through structured activities, pitched appropriately for different ages. Physical development and personal, social and emotional development are prioritised through daily activities. Children enjoy movement to music, outdoor play and opportunities to develop independence, such as dressing themselves and making choices.

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Curriculum and teaching Expected standard

Overall, the childminder uses her ongoing observations to assess what children know and can do and adapts activities to meet their individual needs. She ensures that all children are included and supported to make progress from their starting points. Teaching is typically encouraging and responsive, enabling children to remain motivated, confident and eager to learn. As a result, children experience a curriculum that supports their wellbeing, builds and refines necessary skills and supports them as they move on in their learning.

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Inclusion Expected standard

The childminder knows each child and their family well and uses this knowledge to identify any emerging needs or potential barriers to learning at an early stage. Ongoing observation and regular reflection enable her to monitor children's progress and adapt support appropriately. For example, children who speak English as an additional language are supported sensitively through the use of familiar words, gestures and simple sign language, which strengthens their sense of belonging and supports communication and language development.

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Inclusion Expected standard

The childminder demonstrates a secure understanding of inclusive practice and is increasingly confident in recognising early signs of additional need and using appropriate strategies to support children. She understands when and how to seek advice or involve external professionals if concerns arise.

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Inclusion Expected standard

The childminder works closely with parents and carers, sharing information about children's learning, routines and wellbeing through daily communication and sharing photos. This supports consistency between home and the setting. The childminder understands the purpose of additional funding, such as the early years pupil premium, and how it can be used to support disadvantaged children. As a result, children experience a warm and nurturing environment, where they are included, supported and able to make progress from their individual starting points.

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Leadership and governance Expected standard

The childminder is effective in ensuring that children's needs, safety and wellbeing remain central to decision-making. She has a clear understanding of the strengths of her provision and works closely, supporting assistants well to maintain a calm, nurturing and well- organised setting.

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Leadership and governance Expected standard

The childminder uses her knowledge about children and their families effectively to make decisions that support children's learning, routines and emotional security. While close relationships with parents and carers are well established, the childminder acknowledges that links with other settings that children attend are not yet fully embedded. Strengthening these partnerships would support a more collaborative approach to sharing information about children's learning and progress.

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Leadership and governance Expected standard

The childminder reflects regularly on practice and shows a commitment to providing consistent care for children. Although professional development is mainly prioritised in relation to mandatory training, the childminder demonstrates a willingness to evaluate and consider how improvements can be made. She recognises the value of strengthening opportunities to engage in wider professional development to enhance teaching and outcomes for children. Overall, leadership is reflective and committed to continuous improvement, with clear capacity to build on existing strengths.

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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

All children experience a warm, nurturing and inclusive environment, where they feel safe, valued and confident to be themselves. Children are happy and eager to engage, joining in enthusiastically with movement to music, daily routines and play that reflects their interests. They achieve well because the childminder and any assistants she works with know them well and skilfully use this knowledge to support their learning and development. For instance, children develop and build on their communication and language skills as the childminder models rich vocabulary, introduces simple sign language and encourages

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Inspector:

Anneliese Fox-Jones children to express their needs. Younger children effectively express when they are hungry, confidently ask for food or describe how materials feel during sensory play, for instance.

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Inspector:

Mathematical understanding is effectively promoted through purposeful activities. Children count the number of bowls needed at snack time, sort shapes and explore number through play. Children develop independence and confidence, learning to dress themselves, make choices and persevere when tasks are challenging. Children feel that they belong as they form close, secure relationships with the childminder, who is calm, kind and responsive. They are supported to understand their emotions, show empathy and play cooperatively, resolving minor disagreements with gentle guidance.

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Inspector:

Children's backgrounds and individual needs are valued and any barriers to learning are considered and removed where possible. For example, children who speak English as an additional language are supported sensitively, with familiar words used to strengthen their sense of identity and inclusion. Children flourish because routines are well established and consistently support their wellbeing. They benefit from plenty of fresh air and physical activity, refining their motor skills through outdoor play with balance bicycles and scooters, for example. They develop concentration and curiosity while excitedly exploring items hidden in the sandpit. Children feel safe and cared for, enjoying cuddles during story time and confidently seeking support when needed. Attendance is well supported and children have fun, are settled and make progress. They gain the skills, confidence and positive attitudes they need for their next stage of learning.

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Next steps

The childminder should develop links with other settings that children attend to enhance the shared approach to supporting their progress. The childminder should strengthen opportunities to review practice and prioritise professional development to enhance the quality of teaching and outcomes for children.

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About this inspection

The inspector spoke with the childminder, assistants and children and reviewed parent's feedback 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 : 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

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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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