Childminder

Childminder

Unique reference number (URN): EY266162 Registered with Ofsted: 12/01/2004 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 develop a strong love of books and stories. They can freely access a range of age- appropriate and engaging books. Children enjoy listening to stories and confidently repeat familiar words. For example, they listen with pleasure to stories about 'hugging' and enjoy repeating the word as they cuddle their friends. This helps children to understand that reading is important for their future learning.

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Achievement Expected standard

Children also thoroughly enjoy using their imagination in play. They pretend to make dinner for visitors and talk about the 'wraps' and 'tomatoes' they are preparing. They count how many items they have made and share their ideas with others. Through this play, children learn important social skills and practise them confidently. All children, including those with special educational needs and/or disabilities, make secure progress in their learning. They are prepared for the next stage of their learning, including school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is conscientious and forms secure relationships with children. She knows each child well and considers their age and stage of development in all interactions. For example, she provides younger children with plenty of comfort and cuddles when needed. The childminder follows a clear daily routine. This helps children understand what will happen next. Children develop a good understanding of routines and manners. For instance, they know to tidy up before choosing more toys. This supports children to respect their environment.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder has created a positive environment with clear expectations for behaviour. On the whole, she explains to children the importance of taking turns and helps them understand how their actions affect others. For example, she talks to children about how it makes others feel when toys are taken away. However, this approach is not always applied consistently. As a result, some unwanted behaviour is repeated. This does not always support children to play cooperatively and build positive relationships with others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder communicates with parents when children first join the setting. She explains the importance of regular attendance and punctuality. This helps to ensure children benefit from consistent learning experiences and supports their preparation for school and later life.

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Children's welfare and wellbeing Expected standard

The childminder is responsive to children's individual needs, including those who face barriers to learning. She forms secure and responsive relationships with children. When children first attend, she gathers information about their routines and interests. She uses this to plan care that meets their needs. This helps children to feel emotionally secure in her care. The childminder is quick to identify emerging needs. For example, when children begin to run and jump, she recognises the need to provide more physical activities. However, she does not always support older children effectively in managing their own feelings and emotions. The childminder skilfully supports children's understanding of healthy lifestyles. She talks to children about why they need to wash their hands. Children are also encouraged to make healthy food choices. For instance, they are supported to cut their own fruit at snack time

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Children's welfare and wellbeing Expected standard

and discuss which foods are good for them. Being involved in food preparation encourages children to try a wider range of foods.

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Curriculum and teaching Expected standard

Overall, the childminder uses assessment effectively to understand what children know and can do. She typically tailors her teaching to reflect children's different starting points. This knowledge is used to plan exciting and varied experiences across all areas of learning. For example, children are highly engaged as they decorate binoculars they have made. They confidently talk to others about the colours they have chosen and enjoy peeping through them to explore their surroundings. This supports children to develop positive attitudes to learning. However, at times, the childminder's teaching loses momentum. She does not always ensure that highly effective interactions are consistently embedded throughout activities. As a result, children are not always supported to excel in their learning.

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Curriculum and teaching Expected standard

The childminder generally supports children's communication and language development effectively. She offers clear explanations and asks purposeful questions to extend learning. She introduces new vocabulary naturally during conversations. For example, when sharing books about birds, she explains why birds have large eyes and how they carry prey in their talons. Children listen with interest and repeat the new words they hear.

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Curriculum and teaching Expected standard

The childminder supports children's physical development effectively. She encourages children from a young age to walk to local places of interest, such as the park. Here, children can run freely and practise using climbing equipment. She also plans engaging experiences that build on previous learning. For example, children take part in a bird- watching expedition using the binoculars they have made. This strengthens children's physical skills and fosters a love of learning.

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Curriculum and teaching Expected standard

The childminder adapts her teaching well for children who face barriers to learning, including those with special educational needs and/or disabilities. For example, she slows the pace of her instructions to support children's listening and understanding. This helps all children to access a broad and ambitious curriculum.

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Inclusion Expected standard

The childminder knows each child well. She generally uses observations, regular assessments and ongoing discussions with parents and carers to identify children's needs promptly. This enables her to put effective strategies in place to support each child's individual care and learning needs. The childminder typically evaluates the impact of any adaptations to her curriculum. As a result, children make expected progress from their starting points.

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Inclusion Expected standard

The childminder's positive approach and inclusive curriculum support all children to develop appropriate knowledge and skills. Generally, she adapts her teaching effectively so that every child can engage in learning. For example, she gets down to the children's level and models activities to support their understanding. All children, including those with special educational needs and/or disabilities (SEND), achieve well across all areas of development.

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Inclusion Expected standard

The childminder keeps her knowledge up to date through regular professional development. She attends webinars to strengthen her practice and better support children's emerging needs, including those with SEND. For example, she works closely with the other settings that children attend to plan, implement and review children's next steps. This collaborative approach helps to secure the best possible outcomes for children.

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Inclusion Expected standard

The childminder works closely with families, other agencies and settings that children attend. This includes children with barriers to learning and those known to social care. She regularly communicates with parents to find out about children's experiences at home, such as their weekend activities. She uses this information to adapt her daily planning when needed, for example by providing quieter time to support children's wellbeing. This helps to promote positive emotional health.

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Leadership and governance Expected standard

Partnerships with parents and carers are very effective. The childminder shares a wide range of information about children's learning. She provides daily updates, either verbally or through a messaging app, as well as progress reports. This helps parents understand what their children are learning and how they can support them at home. Parents value the childminder's involvement in their children's lives. They comment positively on the advice, guidance and support she provides.

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Leadership and governance Expected standard

The childminder is proactive in sharing important information with other professionals and settings that children attend. She makes decisions that are in the best interests of the children, particularly those with special educational needs and/or disabilities. This supports the effective flow of information between settings and ensures a consistent approach. For example, staff use shared strategies, such as getting down to children's level and modelling instructions. This promotes continuity in children's learning.

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Leadership and governance Expected standard

The childminder has an accurate understanding of the strengths of her setting. She engages in professional development to improve her provision. For example, she is exploring additional approaches to enhance the calm and natural environment. However, she does not always use her evaluations precisely to identify clear priorities for improvement. As a result, development planning is not always focused on actions that will help children make the rapid progress they are capable of.

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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

Children flourish in this warm and nurturing setting. They feel valued, happy and secure. Children form strong, trusting relationships with the childminder, who creates a vibrant and welcoming atmosphere. They settle quickly and feel safe. This is particularly true for disadvantaged children, those with special educational needs and/or disabilities and children facing barriers to their wellbeing.

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

The childminder has created a nature-based setting that reflects the changing seasons. This encourages children's curiosity and exploration. For example, children delight in observing

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About this setting

the birds and nests she has provided. The childminder knows the children's interests well and plans activities to reflect these. This includes cooking in the pretend kitchen. Having favourite toys available and following children's interests helps them to feel valued and respected.

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About this setting

Children show a clear understanding of daily routines and respond positively to the childminder's guidance. For instance, they know to tidy up and wash their hands before snack. These routines help children understand what is expected of them and support their confidence in the childminder's care. Younger children are beginning to develop independence in self-care. This includes choosing their own paints and wiping their hands before eating.

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About this setting

The childminder provides children with daily opportunities for physical play and fresh air. She plans regular outdoor trips, such as visits to local parks for bird watching, and attends toddler groups. These experiences help children develop an understanding of the world and their local community. At home, children enjoy rhyme time and eagerly copy actions, moving their arms and legs. This supports the development of large-muscle movements and encourages active play.

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Next steps

The childminder should ensure that highly effective teaching and interactions are embedded to support children to make the best possible progress. The childminder should consistently support children to understand expectations to enable children's best possible behaviour. The childminder should embed high-quality professional learning that is precisely matched to ensuring the best outcomes for children's learning.

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About this inspection

The inspector spoke with parents, 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): EY266162

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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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