Childminder

Childminder

Unique reference number (URN): EY549524 Registered with Ofsted: 09/08/2017 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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Behaviour, attitudes and establishing routines Strong standard

The childminder places a strong focus on supporting children's behaviour in a gentle and patient way so that children learn clear expectations. Young children who may struggle with their emotions are nurtured and helped to understand how to use the childminder's home safely to support a calm environment. For example, the childminder provides gentle reminders for children to use 'walking feet' indoors, and her close oversight of children's play means she is quick to respond to any minor behaviour incidents. The childminder recognises when children will benefit from a change in routines, such as grouping together to enjoy shared reading time and showing enthusiasm when reading children's favourite stories. Children consistently display polite and courteous behaviour. This is reinforced through the childminder's gentle reminders to say please and thank you. Young children use these terms independently in their play with each other, demonstrating respectful behaviour.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes clear routines throughout the day, which children are familiar with. The childminder explains to children what will be happening next so that they know what to expect. For example, the childminder gives children ample warning when it will be time to tidy up so that children have sufficient time to finish their play and be prepared for what is happening next. Children are keen to help tidy up and beam with pride when they are praised for helping to clean up using the dustpan and brush. Children learn to share, take turns and demonstrate positive attitudes to learning by enthusiastically embracing the learning opportunities provided. The childminder works closely with parents and carers to promote the importance of regular attendance. This helps children to benefit from consistent learning experiences and develop positive attitudes towards education over time.

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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the heart of her practice. She has developed close, trusting bonds with all children and provides a kind, nurturing environment, where children feel safe, happy and content. These secure relationships support children's emotional wellbeing and help them to thrive. The childminder knows each child well, understands their individual needs and consistently prioritises their care and comfort.

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Children's welfare and wellbeing Strong standard

Children receive sensitive support to help them manage their emotions. The childminder offers encouragement and reassurance, helping children to begin to understand and regulate their feelings. She promotes good hygiene routines, teaching children the importance of washing their hands before meals and after activities. Nappy changes are managed sensitively and respectfully, with due regard for children's privacy and dignity.

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Children's welfare and wellbeing Strong standard

The childminder actively supports children's physical wellbeing. Children benefit from regular outings, where they enjoy fresh air and exercise, such as visits to parks and soft-play centres. These experiences help children to develop physical strength, coordination and confidence. The childminder provides healthy, nutritious meals and snacks and helps children to learn about foods that are good for their bodies. She works closely with parents to support children's health and wellbeing, including offering guidance on reducing the use of pacifiers, ensuring a consistent approach between home and the setting.

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Achievement Expected standard

Children make secure progress in their learning from their individual starting points. The childminder supports children's development effectively, ensuring that learning experiences are well matched to their needs. Children's language and communication skills generally develop well, including for those who need additional support with their speech. Children confidently join in with familiar songs and rhymes, which helps to build their vocabulary and develop creativity.

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Achievement Expected standard

Children are sociable and enjoy engaging with both the childminder and their peers. They learn to cooperate, take turns and play alongside others, developing positive social skills. The childminder places a clear focus on building children's concentration and helps them to sustain attention during activities. Children show growing confidence and independence as they develop important self-care skills, such as managing simple personal tasks. These experiences help to prepare children well for the next stage in their learning, including their move to nursery or school.

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Curriculum and teaching Expected standard

Since the last inspection, the childminder has strengthened her understanding of how to deliver an effective curriculum that supports children's learning and helps them to become increasingly independent learners. She plans the curriculum well overall, ensuring that all areas of learning are covered. The childminder places a strong emphasis on children's physical, personal, social and emotional development, which provides secure foundations for future learning.

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Curriculum and teaching Expected standard

The childminder gathers clear information from parents, when children start. She uses this effectively to plan learning experiences and identify targets that support children's individual development. During play, the childminder engages consistently with children and skilfully introduces new language and ideas. For example, during a cornflour activity, she introduced descriptive words, such as 'gloopy', and encouraged children to explore the unusual texture. Children showed fascination as the childminder narrated what was happening, supporting their understanding and curiosity.

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Curriculum and teaching Expected standard

The childminder places a clear focus on developing children's vocabulary. However, she does not always allow sufficient time for children to process and respond to questions, which can limit opportunities for children to further extend their language. The childminder supports children's early mathematical development well. Children confidently explore colours, counting, size and measure and often count independently during play. Children have some opportunities to practise early writing skills, such as making patterns. However, opportunities to access a wider range of writing materials independently, and to practise early writing across different contexts, are more limited.

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Inclusion Expected standard

The childminder demonstrates a clear commitment to inclusion and understands the individual needs of all children in her care. She works closely with families and, where appropriate, other professionals to identify any gaps in children's learning. The childminder uses this information to put targeted plans in place that support children to make progress and close gaps over time. She is aware of potential barriers to learning and ensures that all children can access a broad and well-rounded curriculum. For example, the childminder places a strong emphasis on daily outdoor play and regular outings. These experiences help children to explore their local community, thrive in outdoor environments and develop their physical skills.

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Inclusion Expected standard

The childminder assesses children's learning effectively and uses her observations to identify appropriate areas to focus teaching. She monitors children's progress well and adapts her practice to meet individual learning needs. Children's strengths and areas for development are clearly identified, enabling the childminder to reduce barriers to learning. Overall, the childminder places a strong focus on supporting children's communication and language development. This inclusive approach ensures that all children feel valued, supported and fully included.

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Leadership and governance Expected standard

Since the last inspection, the childminder has worked hard to make positive improvements to the quality of her setting. She has ensured that all previous actions raised have been met, supporting children's safety and welfare. The childminder has engaged effectively with local authority advisers, using their guidance to reflect on her practice and make meaningful changes. This has strengthened her knowledge and skills and improved outcomes for children.

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Leadership and governance Expected standard

The childminder shows a commitment to her professional development. She has completed a range of training opportunities, particularly focused on developing the curriculum to support children's learning and provide more ambitious learning experiences. She continues to demonstrate a positive attitude towards improving her practice and intends to seek further training opportunities to develop her knowledge of how to support children's behaviour even further.

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Leadership and governance Expected standard

Close partnerships with parents are well established. Parental feedback is very positive, with parents reporting that their children have made clear progress in their development. Parents describe the childminder as 'amazing' and particularly value the range of outings provided and hearing their children sing songs they have learned while in her care.

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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 creates a warm, welcoming and nurturing environment, where children feel happy, secure and settled. All children, including those who may face barriers to learning, demonstrate that they feel safe and confident as they explore their surroundings. Children show high levels of engagement and curiosity as they independently choose activities. For example, they persevere with shape stackers, carefully working out where each piece fits in order of size.

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About this setting

The childminder gives children close attention and consistently supports them during play. She offers a wide range of purposeful activities that help children to thrive and make good progress from their individual starting points. Children develop increasing independence as the childminder provides frequent opportunities for them to manage simple tasks for themselves, such as putting on aprons and washing their hands in preparation for meals.

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About this setting

The childminder has a strong understanding of each child's needs. Children achieve well because she provides a rich balance of indoor and outdoor learning experiences. She recognises children's individual personalities and adapts her approach to ensure all children can access an ambitious and inclusive curriculum. The childminder actively supports children to build confidence, develop concentration and learn the expectations of the setting, which promotes a calm and harmonious environment.

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About this setting

Children are sociable and show care and concern for one another. They enjoy each other's company and benefit from warm, trusting relationships with the childminder, particularly when sharing books and stories together. The childminder works closely with parents and carers, offering helpful guidance to ensure continuity in children's care and learning. She also promotes a shared understanding of the importance of regular attendance to support children's ongoing progress.

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Next steps

The childminder should consistently allow time for children to process and respond to questions to support their developing language and communication skills. The childminder should provide more opportunities for children to explore mark making independently so that they strengthen their early writing skills.

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About this inspection

The inspector spoke to the childminder and children during the inspection and viewed written feedback from parents.

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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. Unique reference number (URN): EY549524

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About this inspection

Operating hours: Wednesday,Thursday,Friday : 09:00 - 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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