Childminder

Childminder

Unique reference number (URN): EY436583 Registered with Ofsted: 18/10/2011 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

All children, including those who face barriers to their learning, make steady progress from their starting points. They grow in confidence as they explore the environment and make independent choices in their play. Children are able to maintain their engagement and confidently follow a routine.

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Achievement Expected standard

Children focus well on activities and are beginning to solve problems and develop their own ideas. They build early mathematical awareness through exploration, such as recognising when objects will not fit or when they go in the holes. Children show perseverance as they learn to thread large beads onto string. They are pleased with their progress as they hold up their string to show the childminder that they have successfully threaded the beads.

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Achievement Expected standard

Children's progress is positive overall and builds secure foundations for future learning. Children develop a love for books as they point to pictures and count on their fingers during story time. However, minor weaknesses in the curriculum and teaching mean that the childminder does not consistently support children's communication and language skills, reducing opportunities for them to make stronger progress in their thinking and speaking skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm, positive environment with consistent expectations for behaviour. She models kindness, respect and cooperation, and children show care and consideration for one another throughout the day. Children enjoy each other's company as they listen to stories together and take turns posting circular shapes into holes.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate that they feel safe and secure. The childminder offers reassurance when children become upset and provides comfort. This helps children to continue with their play and learning. The childminder uses specific praise to reinforce what children are doing well, developing their confidence and building positive self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

Children confidently follow routines. The childminder prepares children for changes in routine with clear explanations. For example, she explains to the children that they are going to tidy up before snack time. This helps children to feel secure and ready to participate. Safety routines inside the home, such as safely climbing onto the sofa and sitting down immediately for story time, are understood and followed by the children. The childminder monitors attendance closely, following up on any unexplained absences to safeguard children's welfare.

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Children's welfare and wellbeing Expected standard

The childminder understands the importance of promoting healthy lifestyles and physical health. Children learn how to keep themselves safe as the childminder helps them to identify risks. For example, during daily walks and opportunities for fresh air, she teaches children about road safety and the importance of holding hands to stay together. She helps children to make healthy choices and understand the importance of eating well. Mealtimes are supervised carefully, with close attention given to safe eating habits to support children's wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder supports children's emotional wellbeing through positive reinforcement and responsive interactions. Care is respectful, safe and children's privacy is assured. Nappy changing takes place away from other children. The childminder is responsive to changes in individual children's sleep routines. She ensures that sleeping children are frequently monitored to help ensure their safety and wellbeing. Children practise self-care skills, such as washing their hands before mealtimes.

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Children's welfare and wellbeing Expected standard

The childminder builds positive and trusting relationships with children. She is sensitive to children's emotions and recognises their feelings by paying close attention to their expressions and words. For example, she is quick to recognise when children may be hungry or tired and responds effectively to their needs. She voices children's emotions to help them understand and name different feelings. Children thrive and flourish in the childminder's care.

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Curriculum and teaching Expected standard

The childminder plans a varied curriculum that is appropriately adapted to each child's age and stage of development. She uses accurate assessments to build on what children already know and can do, providing activities that interest them and follow their individual next steps. The childminder arranges the environment to support children's physical development well. For example, she provides low-level chairs during activities that younger children are interested in. This allows children to practise sitting on a chair to prepare them for eating meals at a table. Mathematical concepts, such as size, shape and quantity, are embedded in both planned and child-led activities.

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Curriculum and teaching Expected standard

The childminder prioritises children's personal, social and emotional development. She plans activities for children to share and play together. As a result, children politely use their manners, saying thank you when their friends share toys. Children enjoy playing with large vehicles, and the childminder uses this interest to encourage them to play with others by rolling cars back and forth.

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Curriculum and teaching Expected standard

The childminder's effective teaching and wide variety of experiences keep children engaged. She uses songs and meaningful play to build children's confidence and early language skills. She narrates children's actions and links new vocabulary directly to what they are doing, helping them to understand words in context. Children develop a love for books. However, at times, the childminder is too quick to step in, speaking for children rather than encouraging them to take time to think and respond. This does not fully support children's growing communication and language development.

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Inclusion Expected standard

The childminder builds positive, trusting relationships with parents. She spends time finding out about children's likes, dislikes, routines and development before they start at her setting. The childminder offers individualised settling-in sessions that help children become familiar with the environment and develop secure attachments with her. This supports children's wellbeing. The childminder successfully uses information about children to plan for their learning. As a result, children participate fully, feel valued, and are supported to make steady progress from their individual starting points.

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Inclusion Expected standard

Although there are currently no children with special educational needs and/or disabilities (SEND) or any known (or previously known) to children's social care on roll, the childminder demonstrates a secure understanding of how to support them if they were to attend. The childminder works collaboratively with parents, sharing regular updates on the progress children make through observations and assessments. If necessary, she engages with external professionals to shape support and improve outcomes for all children. This ensures that the early identification of children with SEND, or those who require additional help, is well supported.

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Inclusion Expected standard

The childminder closely monitors children's progress. This helps her to ensure children receive the tailored support they need to help them overcome particular barriers to learning. For example, the childminder models ways to play with resources appropriately and makes adjustments and adaptations in her setting to ensure inclusive practice. She creates activities for individual children based on their interests to help them focus and learn effectively through play.

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Leadership and governance Expected standard

The childminder is passionate about her role and strives to provide a high-quality service for all children and their families. Partnerships with parents are a strength and contribute positively to children's wellbeing and progress. The childminder acts in all children's best interests, ensuring they receive the individual support they need. For example, she provides a range of advice and support to parents about various stages of development stages, such as separation anxiety. She works closely with parents to identify the most suitable strategies to support their child.

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Leadership and governance Expected standard

The childminder regularly completes mandatory training, such as first-aid and safeguarding courses. She demonstrates a commitment to professional development and will research ideas and appropriate strategies for individual children in her setting. Furthermore, the childminder engages in professional discussions with other childminders in her local area to share good practice.

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Leadership and governance Expected standard

The childminder is reflective in her practice and identifies areas for improvement. She is currently working on adapting her environment to better meet children's individual needs. However, she has not yet identified weaknesses in her interactions that would further support children's communication and language development.

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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 provides a safe and nurturing environment that inspires and motivates children to learn. She has a secure understanding of child development and plans and implements a well-sequenced curriculum based on children's interests and developmental needs. Children are curious and fully immerse themselves in their chosen play. The childminder encourages children to develop their imagination as they role play with real vegetables, pretending to cook them in a pan. Children concentrate for sustained periods as they stack and build, developing their fine motor skills. The childminder introduces

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About this setting

Type: Childminder mathematical language, such as 'tall', and models counting how many items the children have built.

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About this setting

The childminder understands children's individual needs well and responds with calm reassurance, building trusting relationships that support their emotional wellbeing. She plans activities that help children to overcome barriers to their learning. For example, she models skills and gives children the time and space to practise these skills in a purposeful way. Children develop a love for books from a young age as they cuddle up to the childminder and listen intently to stories. Children behave well. The childminder sets clear boundaries, models respect and guides children with gentle reminders. Children are kind to their friends as they share and take turns during activities. Young children demonstrate growing independence as they begin to help tidy away toys and wash their hands before snacks. The childminder uses praise effectively to build children's self-esteem and confidence.

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About this setting

Children enjoy daily outings in the fresh air. They explore the local community and beyond, broadening their experiences. For example, children visit playgroups, parks and local shops. These experiences allow children to socialise in larger groups, developing their social skills and confidence.

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Next steps

The childminder should strengthen her interactions with children by allowing them more time to think and respond to support their communication and speaking skills.

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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. Registration date: 18/10/2011

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

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About this inspection

Local authority: Nottinghamshire County Council

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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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