Childminder

Childminder

Unique reference number (URN): 160554 Registered with Ofsted: 08/03/2001 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 good progress from their starting points. They develop the social skills needed for future learning. For example, they enjoy games together and laugh happily. They play cooperatively and get along well with others.

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Achievement Expected standard

Children develop good language skills from a young age. They use a wide range of vocabulary to share their thoughts. For example, older children tell the childminder, 'It is quite tricky.' Younger children repeat well-known words, such as the dog's name to ask where the dog is. Children's communication and language skills continue to develop well.

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Achievement Expected standard

Children are well prepared for their next stage of learning. They show enjoyment and engage well in all activities on offer. For example, they enjoy watching the fish and talking about the colours they can see. Children also develop a good understanding of the wider world. Older children can name planets. Younger children confidently role play by caring for babies. Overall, children develop well across all 7 areas of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has close and secure bonds with the children. She offers cuddles and reassurance throughout the day. She creates a positive environment with clear expectations for behaviour. The childminder regularly reminds children of routines. For example, she encourages children to tidy up by singing songs. Children smile with joy as they join in. She praises them for their efforts. This helps children learn routines and feel safe and secure.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder teaches children how to play collaboratively and get along with others. For example, she encourages turn-taking and praises children when they do this well. However, at times, she does not consistently support some children to understand boundaries. As a result, some children do not fully understand how their behaviour affects others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of good attendance to families. She regularly monitors attendance and discusses any absences with parents. As a result, children's attendance is good.

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Behaviour, attitudes and establishing routines Expected standard

The childminder focuses on building children's confidence and promoting positive attitudes to learning. She does this through regular praise and encouragement. For example, when young children make marks on magnetic boards, she says 'well done' and 'good job'. This helps children stay engaged in activities for longer periods of time.

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Children's welfare and wellbeing Expected standard

The childminder's effective care practices meet the individual needs of all children, including children with special educational needs and/or disabilities. For example, she explains how recent changes to outings have supported children with additional needs. These adaptations have allowed children to visit more places this year. This ensures that all children can access an ambitious and varied curriculum.

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Children's welfare and wellbeing Expected standard

The childminder has secure and responsive relationships with babies and children. Babies seek her out for comfort and cuddles when needed. Children show confidence and trust in her. They happily follow her lead to new activities. This shows that children have a strong sense of belonging.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop independence and self-care skills. She also promotes personal safety. For example, she encourages young children to wipe their own noses. She also encourages them to sweep up rice after activities. Children move around confidently and enjoy these tasks. The childminder also recognises the importance of physical development. Children confidently reach for boxes of toys and comment that they are 'heavy'. This shows they are developing appropriate physical skills.

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Children's welfare and wellbeing Expected standard

The childminder is passionate about supporting children's emotional wellbeing. She models positive behaviour and teamwork. As a result, children form warm relationships with their peers. For example, they happily hold hands and smile while acting out the song 'Row, Row, Row Your Boat'. This creates a happy and harmonious atmosphere.

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Curriculum and teaching Expected standard

Overall, the childminder has an effective understanding of her curriculum. It is based on children's interests and themes she introduces. For example, she builds on children's interest in planets. They explore shapes and talk about why a circle represents the moon. This helps children stay engaged in activities they enjoy.

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Curriculum and teaching Expected standard

The childminder skilfully weaves mathematical learning into everyday interactions. For example, she introduces concepts using large spoons. She talks about items being 'half full' and needing 'more'. Children listen closely and respond with phrases such as, 'I'm going to put a little bit more.' This shows that children are developing a strong foundation in early mathematics.

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Curriculum and teaching Expected standard

The childminder places a strong focus on language development. She consistently comments on children's play. She repeats their words and introduces new vocabulary. For example, she talks enthusiastically about a 'scoop' and a 'ladle' during play. As a result, children develop secure communication skills and a wide vocabulary, which they use to confidently share their ideas.

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Curriculum and teaching Expected standard

The childminder generally adapts her curriculum to support different stages of development. For example, younger children enjoy the sensory experience of rice play. Older children enjoy the challenge of finding and recognising different tools. However, the childminder should ensure that the curriculum fully supports younger children's age-appropriate learning and interests. This will help ensure a consistently ambitious curriculum for all children.

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Curriculum and teaching Expected standard

The childminder prioritises children's physical development. Children show delight as they jump and dance to familiar nursery rhymes. The childminder encourages them to hop on one leg and try new movements. This helps children build strength in their large muscles. It also supports the development of secure physical skills.

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Inclusion Expected standard

The childminder uses regular observations and information gathered before children start at the setting to track their development. She has effective systems in place to monitor progress and identify individual needs. The childminder takes timely action and adapts her teaching to support all children. She consistently upholds inclusive practice. For example, she explains how she has supported children with special educational needs and/or disabilities (SEND). She provides calm spaces within the setting where children can go when needed. This gives children the time and space to self-regulate.

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Inclusion Expected standard

The childminder ensures that local partnership strategies have a positive impact on children. For example, she has previously provided support and care for children who required respite care. This helped families during times of need. The childminder ensures that she uses additional funding to support children to attend. She also supports children to manage their emotions. She uses breathing techniques and provides consistent routines. These approaches support children's welfare and wellbeing.

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Inclusion Expected standard

The childminder regularly accesses professional development. This ensures that she has the knowledge and skills to support children with SEND or other barriers to learning. She confidently explains how she plans and reviews any adaptations she makes. This helps to ensure the best possible outcomes for all children.

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Leadership and governance Expected standard

The childminder promotes a culture of continuous improvement. She regularly accesses professional development to improve her knowledge and skills. For example, recent training on curriculum development has helped her to focus more on purposeful interactions with children. She is also proactive in networking with other local childminders. They share ideas and provide constructive feedback. This helps her to improve her practice over time.

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Leadership and governance Expected standard

Overall, the childminder understands the current strengths of her setting. For example, she recognises that offering children meaningful experiences to explore similarities and differences is a positive part of her curriculum. For instance, she takes them to regular sessions to play alongside elderly residents. This supports children's understanding of the community. It also promotes acceptance of others and their diverse needs. However, her understanding of areas for improvement is not always precise. These do not consistently focus on the most relevant priorities for improvement or children's development.

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Leadership and governance Expected standard

The childminder works positively with parents and other professionals. For example, parents of children who previously attended the setting praise her for 'catering to' their child's 'specific sensory and emotional needs'. This partnership supports continuity of care and learning for children.

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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 warm and welcoming home-from-home environment. Children are happy and settled as they explore the activities on offer. For example, they enjoy building train tracks and finding the correct pieces. Children show strong communication and language skills. They chat confidently about their ideas and discuss what might come next. These skills help prepare them for future social environments.

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

The childminder's curriculum focuses on helping children develop skills and confidence. This supports them to have the best possible start in life. She places high importance on building

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About this setting

solid foundations for adulthood. A key focus is encouraging a 'can-do' attitude. For example, she gently encourages children to pour rice into small tubs. She praises their efforts when they succeed. This helps children build resilience and confidence.

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About this setting

The curriculum places a clear focus on mathematical development. The childminder introduces mathematical language during play. For example, older children are encouraged to find the number '4'. They also learn the difference between numbers '1' and '7'. This helps children develop positive experiences with mathematics from an early age.

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About this setting

The childminder has warm and trusting relationships with children. Children also form positive relationships with their peers. She uses her strong knowledge of each child to plan engaging activities. For example, she supports younger children during singing activities. She models the actions for them to follow. Children giggle and jump with excitement as they try new movements. This helps children to flourish in her care.

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Next steps

The childminder should further develop her curriculum to support younger children's interest and next steps in development to ensure that all children have the same ambitious curriculum. The childminder should continue to develop her understanding of the setting's areas for development and precisely match these to children's development to secure excellence for all children. The childminder should enhance strategies to consistently support all children to understand boundaries effectively and teach them how their behaviour impacts others.

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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. Unique reference number (URN): 160554

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About this inspection

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