Childminder

Childminder

Unique reference number (URN): 2691879 Registered with Ofsted: 28/09/2022 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

Children are well prepared for their next stage of learning. They engage in activities that are appropriate for their differing stages of development. Younger children enjoy small-group times, where they take part in music and singing activities. Older children spend time in the pre-school room practising early mathematical and mark-making skills. Children enjoy activities that help them build on what they already know and can do. They develop essential skills for future learning.

p.2

Achievement Expected standard

Generally, children make secure progress with their communication and language development. Through high-quality interactions and the use of new words, such as 'transportation', children become confident communicators who express their ideas.

p.2

Achievement Expected standard

Children who face barriers to learning receive timely and well-targeted support. For example, the use of Makaton and visual cues help to strengthen children's understanding and engagement. Children are well prepared for their next stage of development, including their eventual move to school. They demonstrate confidence, independence and positive attitudes to learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder and her assistants have high expectations for children's behaviour and act as positive role models. They create a positive environment with clear routines and shared expectations for behaviour. Regular praise and encouragement help children feel confident and develop good self-esteem. Children receive age-appropriate guidance through conversations and gentle reminders. They are reminded to be kind, share and take turns. This helps children learn to cooperate and build positive relationships with others. However, the childminder and her assistants do not consistently remind children to use good manners, such as saying 'please' and 'thank you'. As a result, children are not always fully supported to develop these positive social skills.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to their learning and eagerly take part in activities and experiences. They develop warm, trusting relationships with the childminder and her assistants. The childminder regularly acknowledges children's efforts, supporting them to build resilience and independence when completing tasks.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder closely monitors children's absence and actively promotes regular attendance with parents. This supports continuity in children's learning and development and helps children to benefit fully from the experiences and opportunities provided.

p.2

Children's welfare and wellbeing Expected standard

Children develop positive and secure attachments with the childminder and her assistants, who know them well. The childminder implements a key-person system to meet children's individual needs, including those facing barriers to their learning. The childminder and her assistants understand what their children know and can do and what they need to learn next. The childminder supports children to recognise, express and manage emotions through meaningful experiences. Children use a special 'worry' teddy to help them talk about their feelings and emotions. As a result, children feel safe, valued and emotionally secure.

p.2

Children's welfare and wellbeing Expected standard

The childminder promotes healthy lifestyles. Children are physically active during daily outdoor play. They receive healthy, nutritious meals and snacks. The childminder discusses healthy and unhealthy foods and makes clear links to good oral health. Guidance is shared with parents who provide packed lunches. This helps children develop positive attitudes towards their health. The childminder reinforces simple safety rules to help children learn how to keep themselves safe, such as when they go out for walks.

p.3

Children's welfare and wellbeing Expected standard

Routines for sleeping and mealtimes meet children's individual needs and support their emotional wellbeing. Children are encouraged to manage self-care tasks, such as wiping their nose, washing their hands and using the toilet independently.

p.3

Curriculum and teaching Expected standard

The childminder reflects on the quality of teaching to identify strengths and areas for development. She adapts her teaching to meet children's individual needs to reduce gaps in learning. The childminder delivers an engaging, ambitious curriculum based on children's starting points, interests and next steps. Children benefit from meaningful experiences, including visits from the police and a visit to the local farm, where they learn about farming and enjoy sitting in the tractor. Children make secure progress and are prepared well for future learning and their eventual move to school.

p.3

Curriculum and teaching Expected standard

Overall, the childminder places a high priority on communication and language development. She uses purposeful questioning to extend children's thinking and understanding. Daily stories, songs and rhymes help to strengthen vocabulary. Children who speak English as an additional language are supported through key words and the celebration of home traditions. This promotes confidence and communication. However, correct pronunciation is not consistently modelled when children mispronounce words. This does not fully support children's developing language skills.

p.3

Curriculum and teaching Expected standard

Mathematical development is supported through practical, everyday experiences. For example, children explore musical instruments and notice how sounds change. This builds early awareness of pattern and difference. Children's physical, personal, social and emotional development is promoted through daily outdoor play. Children use brushes and water to paint the fence, strengthening arm muscles. Local walks and park and farm visits provide larger play equipment and support children to build friendships, confidence and overall wellbeing.

p.3

Inclusion Expected standard

The childminder demonstrates a secure understanding of children's individual needs. She identifies any emerging barriers to children's learning and wellbeing. Ongoing observations and accurate assessments inform children's next steps. This enables targeted support and thoughtful adaptations to routines, activities and the learning environment. For example, additional training and robust risk assessments support children with allergies to be fully included in snack and mealtimes. Purposeful action is taken to reduce barriers through inclusive practice and reasonable adjustments. For example, the childminder embeds Makaton to support children's communication and understanding. Strategies are reviewed regularly to evaluate their effectiveness and adjusted where needed. The childminder demonstrates a secure knowledge of the graduated approach. She works closely with families and, where appropriate, other professionals, such as the local authority special educational needs

p.3

Inclusion Expected standard

and/or disabilities coordinator. This helps to shape tailored support and experiences for all children.

p.4

Inclusion Expected standard

Additional funding is used effectively to enhance opportunities for disadvantaged children. For instance, outdoor equipment and sensory resources promote participation, engagement and wellbeing. The childminder monitors funding spend to help reduce the impact of disadvantage. As a result, all children receive the support they need to make secure progress from their starting points and are well prepared for their next stage in learning.

p.4

Leadership and governance Expected standard

The childminder demonstrates a reflective approach and regularly reviews her provision to identify strengths and areas for development. She has taken effective action to address recommendations from her last inspection. For example, the curriculum for younger children has been strengthened. They now benefit from a dedicated space where they receive focused support through small-group experiences. Additionally, the key-person system is securely embedded, ensuring that all children receive individualised care from an adult who knows them well. This contributes positively to children's sense of security and supports their ongoing progress. These decisions help to ensure that all children, including those who may be disadvantaged or face barriers to learning, receive the support they need to thrive.

p.4

Leadership and governance Expected standard

The childminder provides effective leadership and guidance for her assistants. She completes regular supervisions and ensures that mandatory training is kept up to date. The childminder actively promotes further professional development to strengthen practice. For example, recent training has had a positive impact on how the environment is set up for younger children. The childminder places a strong emphasis on her assistants' wellbeing, maintaining open communication and regularly checking workload to help prevent unnecessary pressure. Assistants report feeling well supported and confident in their roles, which contributes to high-quality care and learning experiences for children.

p.4

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.5

Register

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

p.5

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

The childminder and her assistants create an inclusive home-from-home environment where children feel safe and secure. Children develop secure attachments with the childminder, who knows them well. They go to her for reassurance and support when needed. This supports their wellbeing and self-esteem.

p.5

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

Children demonstrate a positive attitude and thoroughly enjoy their learning. The childminder provides a broad range of activities and experiences that reflect children's interests. For instance, children explore transportation through imaginative play, using

p.5

Inspector:

Jennifer Cowton diggers to build structures and transport materials. Children play together with their friends and are supported to develop positive social skills and relationships.

p.6

Inspector:

All children, including those who are disadvantaged and those who face barriers to their learning, typically achieve well from their starting points. Children develop age-appropriate skills and knowledge. The childminder gathers detailed information when children first start. She uses this alongside her own observations to form children's next steps in learning. Planning is used effectively to provide children with consistent opportunities to learn and develop. For instance, mathematical learning is built into children's interactions as they are supported to count and draw shapes with water and brushes. This supports children to develop the skills they need for future learning and their eventual move to school.

p.6

Inspector:

Children are supported to be independent from an early age. They help to set the table at mealtimes and serve their own food. Children confidently wipe their noses and wash their hands. This supports children to be independent and confident learners.

p.6

Inspector:

The childminder works closely with parents to promote continuity in children's care and learning. Parents receive termly reports, monthly newsletters and home learning bags to support learning at home. They praise the nurturing environment and the progress their children have made. The childminder promotes regular attendance and has clear systems in place to monitor this, helping to ensure children benefit from the curriculum.

p.6

Next steps

The childminder should model and repeat back the correct pronunciation of words consistently to support children's language development further. The childminder should promote the consistent use of good manners to further reinforce children's positive behaviour.

p.6

About this inspection

The inspector spoke with the childminder, assistants and children during the inspection. She looked at parents' written comments provided for the purpose of the inspection.

p.6

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.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30,Friday : 08:00 - 17:00

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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 .

p.8

Urgent improvement

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.8