Childminder

Childminder

Unique reference number (URN): 136137 Registered with Ofsted: 03/10/1997 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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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm, respectful and nurturing environment where children feel very safe and secure. She sets clear expectations for behaviour and consistently supports children to meet these. Through effective teaching of behaviour and daily routines, children increasingly learn to manage their own feelings and behaviour. As a result, children behave well, play cooperatively and form positive relationships with their peers. Older children confidently support younger children when accessing resources. Children become increasingly independent in managing minor incidents, finding their own solutions by negotiating roles and taking turns during their play. Secure attachments are evident. Children readily seek comfort and support from the childminder and any assistants she works with.

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Behaviour, attitudes and establishing routines Strong standard

Children learn to be kind, polite and considerate, which supports positive interactions. The childminder adapts her approach to meet children's individual needs and provides consistent routines, including mealtimes, rest periods and planned play. These routines help children to feel secure and build their confidence.

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Behaviour, attitudes and establishing routines Strong standard

Excellent partnerships with parents and carers support the childminder's practice. Open communication ensures that parents are well informed about their child's progress and wellbeing. The childminder has clear policies and procedures that are shared with parents. She consistently takes decisive action to anticipate, identify and address barriers to children's attendance. The childminder also promotes independence through everyday routines, such as preparing for snack time and managing personal care. Children develop confidence, self-help skills and a growing sense of independence. This prepares them well for the next stage of their learning.

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Children's welfare and wellbeing Strong standard

The childminder places a high focus on promoting children's welfare and wellbeing. Through effective induction and assessment, she understands each child's individual care needs. The childminder responds very quickly and sensitively when children need reassurance. From an early age, she supports children to learn about emotions, using resources and everyday conversations to help them to recognise, name and talk about their feelings. As a result, children develop a growing vocabulary, gain confidence in expressing their needs and become increasingly aware of others' emotions.

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Children's welfare and wellbeing Strong standard

Positive partnerships with parents and carers ensure consistency between home and the setting, particularly around routines such as sleeping and feeding. Parents speak highly of the warm and caring environment. They report that their children are happy, confident and feel safe.

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Children's welfare and wellbeing Strong standard

Children learn how to keep themselves safe and healthy. They follow excellent hygiene routines, such as washing their hands before meals and using age-appropriate tools safely at snack time. The childminder promotes healthy lifestyles through discussions about food and wellbeing.

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Expected standard

Children enjoy regular physical play outdoors, supporting their fitness and confidence. They also have opportunities to help care for the chickens, which encourages a sense of responsibility and helps them learn about living things. The childminder plans outings within the local community to broaden children's experiences and help them to learn about the world beyond the setting. This fosters children's curiosity and a growing understanding of their wider environment.

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Inclusion Strong standard

Inclusion is at the heart of the setting's ethos. It underpins all of the childminder's practice and helps to make sure that children get the additional support they need. Since the last inspection, the childminder and any assistants she works with have undertaken extensive training to enhance their knowledge and understanding of supporting children with special educational needs and/or disabilities (SEND). As a result, they demonstrate increased confidence and competence in supporting children and families.

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Inclusion Strong standard

The childminder establishes very effective partnerships with families from the outset. She gathers comprehensive information about each child's starting points and individual requirements. The childminder keeps parents and carers well informed through regular updates about their child's progress. She provides guidance on how to support their learning at home. Parents speak highly of the support provided, particularly about the childminder completing referrals and supporting them to access services from other professionals.

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Inclusion Strong standard

The childminder's early identification of children with SEND or those requiring additional support is robust. She implements advice from external agencies very promptly and effectively. The childminder demonstrates a secure understanding of how additional funding, including the early years pupil premium, may be used to reduce barriers and meet the needs of individual children precisely. The childminder provides a range of resources to support children's development at various stages, including visual and physical aids, appropriately sized cutlery and mark-making tools.

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Achievement Expected standard

Children typically make progress across all areas of learning. They are well prepared for the next stage of their education. Children make clear progress in their communication and language skills. They learn new vocabulary through stories and songs and are able to express their ideas and needs. Children listen attentively to stories, join in with singing and show understanding when recalling familiar stories.

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Achievement Expected standard

Children begin to develop early skills in mathematics, physical development and personal, social and emotional development. They learn to share, take turns and follow routines. Children also show increasing independence, such as feeding themselves, washing their hands and choosing activities. Children with special educational needs and/or disabilities are supported through observation and communication with families. They participate in activities that are adapted for them. However, due to minor weaknesses in practice, babies do not consistently engage in activities during their independent sessions.

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Curriculum and teaching Expected standard

The childminder delivers a broad and engaging curriculum, encouraging children to explore and develop confidence across all areas of learning. She establishes secure attachments with children from the start. The childminder typically demonstrates an understanding of each child's individual needs and stage of development. She supports children effectively to recognise and express their emotions.

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Curriculum and teaching Expected standard

The childminder prioritises children's communication and language development. She skilfully adapts interactions to meet children's differing ages and abilities. The childminder responds promptly to children's varying levels of communication and integrates stories, songs and rhymes throughout the day. Children demonstrate enthusiasm for sharing and discussing books, confidently recalling stories. They use vocabulary such as 'carnivore' and 'herbivore' when exploring related resources, such as dinosaurs.

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Curriculum and teaching Expected standard

The childminder provides numerous opportunities to support children's physical development, using the indoor environment and the extensive outdoor area. She plans outings within the local community to further enhance children's physical skills. The childminder embeds mathematical concepts seamlessly throughout daily routines. Overall, she thoughtfully plans routines to ensure that all children can participate. However, during independent sessions, the childminder's attention is sometimes directed to more-confident and older children, and she does not consistently plan activities or support babies to engage as actively.

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Leadership and governance Expected standard

The childminder demonstrates effective leadership and governance. She ensures that the setting operates efficiently to meet children's needs. The childminder implements clear policies and procedures that guide her daily practice and maintain high standards of care, safety and learning. As a result, routines and expectations are well established. This helps children to feel secure and confident to engage in activities. Parents and carers speak positively about the care and support their children receive. They report that they feel well informed about their child's day and development.

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Leadership and governance Expected standard

The childminder and any assistants she works with reflect thoughtfully on their practice and are supported to manage their wellbeing and workload. The childminder demonstrates a thorough understanding of the strengths within her provision. However, the childminder has not consistently identified areas for improvement to further enhance the quality of her provision. For example, she has not strengthened her reflective practice to include planning and organising support for babies during independent sessions.

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Leadership and governance Expected standard

The childminder shows a clear commitment to professional development. She ensures that both her own and any assistants' knowledge remain up to date through training and professional reading. The childminder works effectively with other professionals, including health visitors and speech and language therapists, to support children's individual needs.

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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 demonstrate high levels of wellbeing and security under the care of the experienced childminder and any assistants she works with. The childminder establishes a warm and nurturing environment. She fosters a deep sense of belonging among children

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Inspector:

Amanda Picken and their families. The setting is thoughtfully organised. The childminder maximises the use of available space to support children's learning and development. Children show enthusiasm and curiosity as they explore a wide range of resources, including opportunities for role play and construction activities. Their love of books is evident. Children freely access reading materials and actively participate in regular story and singing sessions.

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Inspector:

The childminder has established a well-planned outdoor environment. It promotes children's physical development and encourages exploration of the natural world. Children demonstrate responsibility and understanding as they care for chickens, confidently discussing their needs and routines. The childminder plans her spacious garden to offer children a range of opportunities to climb, run and engage in ball play. This supports children's gross motor skills. The childminder provides dedicated areas for cultivating plants, vegetables and fruit, to further enhance children's understanding of growth and nature. In addition, the childminder actively promotes children's awareness of the wider community by organising regular outings to local parks, shops and playgroups. She uses these experiences to enable children to interact with others. This broadens children's social skills and sense of community.

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Inspector:

The childminder consistently engages with children throughout the day through modelling and supporting their language development. She promotes positive social interactions by encouraging sharing and turn-taking. Children receive regular praise, which contributes to the development of their confidence and self-esteem.

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Next steps

The childminder should further develop the planning of interactions and teaching to consistently enable children of all ages to participate fully. The childminder should continue to reflect on areas for improvement in order to further enhance the quality of provision for all children.

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About this inspection

The inspector spoke with the childminder, children and parents and carers 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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About this setting

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

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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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