Childminder

Childminder

Unique reference number (URN): EY426291 Registered with Ofsted: 09/05/2011 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 Expected standard

The childminder ensures children are secure in their learning and development. She gathers detailed information from parents when they first join. This helps her to understand each child's starting points to plan experiences that build on what they already know and can do. Children are observed regularly and assessments are used to track their progress effectively. They learn through rich, first-hand experiences, supported by the childminder's high expectations for what they can achieve. However, learning opportunities are not always extended consistently between indoor learning, visits and outings. Occasionally, this limits the depth of children's development.

p.2

Achievement Expected standard

Strong communication with parents ensures they are well informed about their children's achievements. Progress checks are used to identify any emerging developmental needs. The childminder shares assessments with parents and other professionals when required. She takes account of professional advice and uses this to tailor support for individual children. The childminder identifies potential barriers to learning and works closely with families to address them. As a result, children typically make positive progress from their starting points. Children who are initially shy or unsettled grow in confidence, develop new skills and achieve their developmental milestones. Children's successes and achievements are celebrated with parents. This childminder's approach ensures children are capable and ready for the next stage in their learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder provides a calm, nurturing environment, where children feel safe, secure and ready to learn. She builds strong, secure relationships with children and responds sensitively when they become unsettled, offering comfort that supports their emotional regulation. She is a positive role model, and children's behaviour is typically positive. Occasionally they struggle with sharing or taking turns, the childminder's gentle guidance helps them to learn, pause, think and cooperate with others. This supports the development of important social skills, such as empathy, patience and negotiation. As a result, children are increasingly able to manage minor conflicts independently and maintain positive interactions with their peers. Consistent routines further strengthen children's sense of security. They know what to expect, and children transition smoothly between activities and are ready to participate in learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children learn the importance of keeping healthy and physically active. The childminder provides nutritious, home-cooked meals and access to fresh drinking water. Visits to the local allotment help children understand where food comes from and gives them opportunities to grow fruit and vegetables. Outings also help children learn about their community and how to keep themselves safe. She promotes children's independence and self-help skills consistently. The childminder's approach to behaviour and routines has a positive impact. As a result, children build healthy habits that support their long-term wellbeing.

p.2

Children's welfare and wellbeing Expected standard

The childminder provides a calm, welcoming environment, where children feel secure and confident to separate from their parents. Children enjoy attending the childminder's setting. She maintains children's familiar routines during their first weeks to help build strong, trusting relationships and positive routines. Children form strong bonds with each other, including older children who attend before and after school, and they play cooperatively together in a secure environment.

p.3

Children's welfare and wellbeing Expected standard

The childminder places a strong emphasis on promoting healthy lifestyles, particularly for children who face barriers to learning or who may be at a disadvantage. Children's wellbeing is enhanced through a wide range of visits and outings that effectively support their social and physical development. These outings include messy play, playgroups, singing sessions, library visits and daily walks to the lake or park. However, children's indoor learning and outdoor real-life experiences are not consistently connected, which reduces opportunities for them to make the best possible progress across all areas of learning.

p.3

Children's welfare and wellbeing Expected standard

The childminder takes time to understand individual children's starting points and needs. She ensures children receive comfort and works closely with parents to support their emotional wellbeing. The childminder supports children's wellbeing through healthy, home- cooked meals and shared mealtimes. Children learn where food comes from by growing produce at the allotment. She actively supports children's independence and teaches self- help skills. The childminder guides toilet training in partnership with parents. The childminder manages children's personal care with dignity and respect.

p.3

Curriculum and teaching Expected standard

The childminder understands how she identifies what children know and can do. She uses starting points from birth to understand each child's stage of development. The childminder focuses on the prime areas of learning, particularly supporting children's personal, social and emotional development. She encourages children to develop social skills needed to build positive relationships with peers. Children typically learn through adult-led and child- initiated play in the childminder's setting. She has high aspirations for their success and is committed to helping them develop the skills they need for school. The childminder focuses on building children's confidence, independence and self-help skills so they are well prepared for the next stage of their education. She closely observes children's communication and language and helps them to recognise and respond to their name. The childminder uses singing songs, rhymes and music to support children to express

p.3

Curriculum and teaching Expected standard

The childminder typically teaches children during outings and visits. These experiences help broaden children's understanding to learn about their local community, such as visits to the farm, parks, places of worship, including frequent trips to the local library. Although, the childminder makes good use of daily outings to broaden children's experiences, she does not consistently use these opportunities to strengthen the links between learning outdoors and activities provided indoors. For example, teaching during outings is often spontaneous, the curriculum is not yet organised well enough to ensure that children revisit, and deepen this learning when they return to the setting. As a result, some opportunities to extend children's knowledge and skills further are missed, and children do not always make even greater progress.

p.3

Curriculum and teaching Expected standard

The childminder places a strong emphasis on children's physical development. She observes how they move, handle objects and supports younger children to take first steps, cruise or walk. These experiences help children to strengthen their physical skills and express themselves through movement. The childminder promotes inclusive teaching and adapts this to meet individual needs. For example, during role play she extends older children's language to ask questions about the utensils they use, while encouraging younger children to explore imaginative food and learn new vocabulary. The childminder uses mathematics to introduce jigsaw puzzles, matching activities and block play, helping children to understand early mathematical concepts, such as height, space and positioning.

p.4

Inclusion Expected standard

The childminder is not currently caring for children with special educational needs and/or disabilities (SEND) and for those with barriers to their learning and/or wellbeing. She understands her role and ensures that all children feel welcome and included in her setting. The childminder understands how to support children with special educational needs and disabilities and for those who may face barriers to learning. She uses ongoing assessments to identify where children are in their development and considers how best to extend their learning. The childminder is confident in recognising emerging SEND needs and understands the appropriate steps to take. For example, she identifies concerns in children's communication and language and discusses these promptly with parents. The childminder will offer targeted support and plans individualised activities during quieter times of the day to provide focused one-to-one guidance.

p.4

Inclusion Expected standard

The childminder observes children closely to ensure they are progressing in line with developmental expectations. She works collaboratively with parents to explore any behavioural or developmental concerns. She pays close attention to children's play patterns, including schemas, and gains a deeper understanding of how to meet their individual needs. She completes further observational assessments, when required, and shares these with parents. Where necessary, she supports families in making referrals to other professionals, such as speech and language services, and follows any guidance provided to enhance children's progress.

p.4

Inclusion Expected standard

The childminder promotes an inclusive environment with valuable opportunities to help children learn about the wider world and to develop an appreciation of a range of faiths, cultural traditions and beliefs. She is aware of the importance of strengthening her professional knowledge to better support children with special educational needs and disabilities, and those who may face barriers to learning. The childminder has recently enrolled for training to deepen her understanding of children's repetitive behaviours, with the intention of using this learning to enhance her practice over time.

p.4

Leadership and governance Expected standard

The childminder demonstrates a commitment to strengthening her leadership and governance, keeping her knowledge current through a range of online platforms. She undertakes training that is relevant to her daily practice, to gain insight and practical ideas. The childminder researches areas of interest or concern, such as special educational needs and/or disabilities. She has recently enrolled onto further training to deepen her understanding of repetitive behaviours. She recognises areas where her practice needs development to help extend and link children's learning experiences indoors and outdoors more consistently. This will allow her to build on what children know and can do.

p.4

Leadership and governance Expected standard

The childminder ensures her policies are reviewed and updated regularly. She works in partnership with parents and external agencies to ensure her procedures remain effective and well organised. The childminder has strong links with other childminders and the local schools. She communicates with school staff about the children in her care. The childminder meets regularly with her network to share early years information, discuss recent updates, alerts and legal guidance. Her network recently shared information about upcoming immunisation training. These professional links help her to stay informed and work collaboratively to maintain and develop her knowledge.

p.5

Leadership and governance Expected standard

The childminder gathers feedback from parents and uses it to improve her service. She sends out questionnaires to identify strengths and any areas for development. The childminder also has regular conversations with parents and asks for their views verbally. This approach helps her to reflect on and enhance her provision.

p.5

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.6

Register

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

p.6

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

Children enjoy their time at the childminder's setting. They are happy, settled and show a strong sense of belonging. They are well cared for and naturally seek the childminder for comfort and reassurance. The childminder provides a calm, nurturing environment, where children feel confident to explore a wide range of toys and resources. She actively supports children to develop independence. This is evident in their growing confidence with handwashing routines and their willingness to help tidy away activities. These skills develop responsibility and prepare them well for school. The childminder is a caring role model. She supports children positively to share and helps them navigate moments of conflict. Her calm, consistent approach enables children to take turns, resolve disagreements and understand behavioural expectations. This strengthens and develops their social skills.

p.6

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

The childminder has a secure understanding of child development and is committed to ensuring each child feels valued. She knows the children well and has a clear understanding of their next steps in learning. Overall, the childminder uses daily outings and visits to broaden children's experiences and extend their development. She also makes effective use of spontaneous opportunities to support learning. For example, explaining the role of the post lady during a delivery. Children respond with enthusiasm and friendly interaction, helping them build curiosity and awareness of the people who help them in the community.

p.6

Next steps

The childminder should develop a more cohesive approach to curriculum organisation so that activities indoors and outdoors connect seamlessly, enabling children to make even greater progress in their learning.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

p.7

Facts and figures used on inspection

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

p.7

About this inspection

The inspector spoke with the childminder during the inspection.

p.7

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.7

Exceptional

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

p.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.8

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.8

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 . 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.9