Childminder

Childminder

Unique reference number (URN): EY102379 Registered with Ofsted: 11/06/2002 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 suitable progress through the curriculum and develop age-appropriately across the 7 areas of learning. They develop effective communication and language skills. Children benefit from opportunities to hear a range of vocabulary through listening and responding during daily conversations. This helps them to increase their confidence and learn to express themselves.

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Achievement Expected standard

All children, including those who may face barriers to learning, make progress from their individual starting points. Children's development is monitored, and learning experiences are adapted to ensure that children have the right support to achieve. However, further support in raising the standards would mean children are very well prepared to make the most of their skills and interests. As a result, children are suitably prepared for their next stage of learning, including transition to nursery or school where appropriate. They develop the confidence, independence and early learning skills needed to engage positively in new environments, supporting a smooth and successful move on to the next phase of their educational journey.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm, positive environment with clear and commonly understood expectations for behaviour. Children feel safe and secure due to the warm, trusting relationships that the childminder builds with them. As a result, children are confident to participate in activities and engage positively in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model and promotes good manners and respectful behaviour through daily routines and interactions. That said, further work to embed some routines consistently will raise the quality. Children demonstrate kindness and consideration towards one another, listening to each other and playing cooperatively. They are supported effectively to develop early social skills, including turn-taking and sharing.

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Behaviour, attitudes and establishing routines Expected standard

The childminder's understanding of children's behaviour expectations are age-appropriate. She tailors to children's individual stages of development and their personal needs. The childminder responds sensitively and consistently, supporting children to understand their own feelings and manage their behaviour positively. The childminder is proactive in her approach to monitoring children's attendance and punctuality. She works closely with parents, maintaining positive and open communication to address any attendance concerns promptly. This partnership approach supports children's wellbeing and readiness to engage fully in learning.

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Children's welfare and wellbeing Expected standard

Children enjoy their play and show excitement for the activities on offer. They access daily opportunities to go outdoors. This includes local visits to the park to build on their physical skills, such as kicking a ball or using the play equipment. Children participate in daily music sessions where they can move their bodies to the songs they sing, developing their core strength designed to promote their physical skills.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's hygiene routines, such as washing hands in preparation for mealtimes and for those children toileting. She works well with parents to give supportive advice and promotes making good healthy choices at home, such as the types of food to provide their children in their lunch boxes or the importance of brushing our teeth. That said, the childminder has not yet fully considered how to build solid foundations for children's self-care routines to enable them to consistently make healthy choices or decisions, for example offering children opportunities during care routines to wash their hands afterwards or to build the skills to wipe their own noses. While some routines and discussions take place, these are not yet fully embedded into the curriculum and part of children's everyday routines.

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Curriculum and teaching Expected standard

The childminder has an accurate understanding of her ambitious curriculum that meets the needs of the children. She knows the children well and usually adapts teaching to reflect their interests, routines and stages of development to ensure that they continuously make progress from their starting points. Children develop their understanding of the world through familiar stories and interactive experiences. For example, children learn about how ice changes from cause and effect, as they further develop their investigation skills and hand–eye coordination as they pour water over this and observe the changes. The childminder extends their learning by introducing birds found in colder climates, further broadening children's understanding of the world.

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Curriculum and teaching Expected standard

The childminder promotes communication and language effectively. She speaks clearly, repeating words to reinforce vocabulary, and encourages children to develop this through reading familiar stories. For example, children confidently repeat known phrases and respond with enthusiasm, as they listen to these together. The childminder asks children questions to help build on their knowledge and understanding. She explicitly weaves mathematical concepts into activities to ensure that children develop a sound knowledge and understanding of this area of learning. The childminder promotes children's wellbeing through positive routines and supportive relationships. However, the quality of interactions is not consistently strong. The childminder has not considered how more precisely she can tailor her interactions to deepen learning and provide consistently high-quality interaction to sufficiently close gaps in learning.

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Inclusion Expected standard

The childminder ensures that every child who attends her provision has the support they require to thrive. She works closely with parents to identify children's individual needs and agree appropriate strategies when barriers to learning may be identified. The childminder is reflective of her practice to adapt routines and activities to ensure that all children feel included and continue to thrive regardless of any barriers they may face. Children learn about what makes them unique, as they learn about the different cultures and celebrations their friends celebrate, helping children to learn about similarities and differences, other than their own celebrations. The childminder monitors children's progress through ongoing observation and discussion with parents. Gaps in learning are continuously reviewed to promote positive outcomes for all children in their learning. The childminder reviews the impact of support and adapts

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Inclusion Expected standard

practice where needed. She has a clear understanding of the strategies to use should she observe any developmental concerns or delays. She promotes effective partnerships with parents and shows her awareness of sharing concerns with external agencies. This is to ensure that children receive timely support to help them achieve and flourish. The childminder is aware if children receive funding how this is appropriately used to further support disadvantaged children.

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Leadership and governance Expected standard

The childminder supports children's safety and wellbeing effectively. The childminder has established positive, trusting relationships with parents, who speak highly about her competent, caring approach and commitment to safeguarding. Parents value the guidance provided to their children to support their learning at home, which helps promote continuity in children's development.

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Leadership and governance Expected standard

The childminder is mindful of her own workload and demonstrates a sound understanding of her setting's strengths and areas for improvement. For example, since her last inspection, she has worked on providing more challenge to maximise children's learning and more recently developing support strategies for communication and language. The childminder seeks appropriate advice from other professionals to support children who may face barriers to learning. She places children at the centre of her decisions, ensuring an inclusive and nurturing environment for all, particularly those requiring additional support.

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Leadership and governance Expected standard

The childminder attends a range of mandatory and some additional training to further upskill her knowledge. Although the childminder has identified for some further improvements, there is scope for further refinement. This would help to sharply align with the emerging needs of the children attending and raise the quality even further.

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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 nurturing, calm, welcoming environment where children feel safe, valued, confident and have a sense of belonging. She understands the needs of individual children and tailors her practice effectively to support their learning and development. The childminder has high expectations for behaviour, and children demonstrate positive attitudes to their learning. This enables children to build their understanding of expected behaviours.

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

Children develop positive social skills through daily interactions and shared play experiences. The childminder sets clear expectations and reinforces polite and respectful behaviour. For example, children routinely thank the childminder when she provides them with additional resources, and this behaviour is warmly acknowledged and modelled in return. Children work well together during play, such as when building a tower of bricks collaboratively. When the bricks fall, they show resilience and enthusiasm, laughing together and cooperating to rebuild it. The childminder provides other opportunities for children to attend local playgroups, where they confidently interact with a wider range of peers, further developing their social skills and self-confidence.

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

Children thoroughly enjoy their learning experiences and show high levels of engagement and motivation. For example, during group activities, such as singing, children eagerly anticipate what will happen next. They giggle together as they pretend to be sleeping bunnies before jumping up with excitement, demonstrating shared enjoyment and a sense of belonging.

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

Children show sound levels of concentration and perseverance during activities. For example, while exploring play dough, children thoughtfully share resources to ensure that everyone has access to the correct tools. They work both independently and collaboratively

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Operating hours:

Local authority: Coventry to create gingerbread men. Children carefully add features, such as eyes, noses and buttons, focusing on what needs to go on the face or body. This supports the development of their physical coordination, creativity and independence.

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Next steps

The childminder should adapt her interactions to support all children to close any gaps in their learning. The childminder should be more consistent in her approach to supporting children's independence in hygiene and self-care so that they increasingly manage these routines consistently to make their own healthy decisions. The childminder should refine continuous improvement more strategically, so it is sharply aligned with the emerging needs of different children attending.

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About this inspection

The inspector spoke with the childminder and the children and reviewed parents' 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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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. 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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