Childminder

Childminder

Unique reference number (URN): EY410123 Registered with Ofsted: 28/06/2010 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 are settled and happy, and they develop close relationships with other children and adults. As a result, they feel safe and ready to learn. Children choose books and enjoy stories, songs and rhymes that develop language and communication. Children learn to take turns, use new vocabulary and describe their play.

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Achievement Expected standard

Experiences promote learning and help children to make progress in preparation for their next steps in education. Children make progress from their individual starting points, particularly in personal, social and emotional development, physical skills and communication and language. Children, particularly those who face challenges to learning, enjoy new opportunities, experiences and celebrations together.

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Achievement Expected standard

Children are sociable, kind and learn about each other. They learn to socialise in larger groups as they attend local playgroups, where they develop confidence and social skills. Children experience activities that develop their understanding of the seasons and cultural celebrations as they develop skills ready for the next stage of education.

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Children's welfare and wellbeing Expected standard

Children are happy, settled and well cared for in this homely setting. The childminder observes children's progress and shares information to support children's individual needs and stages of development. She recognises children's interests and preferences and engages children in play, songs and stories that promote language and emotional security. The childminder supports all children, including those with barriers to learning, and creates next steps that are linked to the curriculum.

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Children's welfare and wellbeing Expected standard

Children enjoy a variety of activities that promote key areas of learning. Children learn to make healthy choices at snack and mealtimes, and they follow instructions as they learn about safety and use knives to chop fruit. They make regular visits to playgroups and play outside each day. The childminder has affectionate relationships with children and follows safe and sensitive care routines. For instance, she interacts with children as she changes nappies so that they feel valued and emotionally secure. Children learn to wash their hands before eating and sit together at the table. Sleeping children are monitored carefully, and parents are contacted promptly if children are unwell. Children enjoy physical challenges as they play outside, for example using wheeled toys. Overall, children's welfare and wellbeing are supported through consistent, caring and responsive routines and relationships. This

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Children's welfare and wellbeing Expected standard

enables them to enjoy activities, settle well and make steady progress from their individual starting points.

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Children's welfare and wellbeing Expected standard

The childminder offers experiences that promote learning, and she delights in children's progress. Children feel valued, and this promotes children's welfare. The childminder supports all children, including those known (or previously known) to social care, and supports their individual needs and circumstances. Although the planning and organisation are not sufficiently effective, this does not have an impact on children's welfare and safety, and their emotional wellbeing is well considered.

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Curriculum and teaching Expected standard

The childminder focuses on developing the skills children need for moving on to nursery or school. She focuses on personal, social and emotional development, physical skills and communication and language. Children enjoy daily outdoor play and small-group activities. Children explore books, songs and rhymes that support the development of vocabulary, communication, numeracy and social skills.

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Curriculum and teaching Expected standard

The childminder knows the children well and uses their interests and starting points to identify next steps in their learning. The childminder sits with children during their play so that they feel emotionally secure. She listens carefully to children and repeats back their emerging language so that they hear the correct pronunciation and know that they are understood. Children bring books to the childminder, and they snuggle up to share familiar stories, take turns and join in with songs and familiar phrases. The childminder's enthusiasm when reading to children ignites a love of books. Children return to explore familiar stories on their own and repeat phrases from songs as their language emerges. Overall, the curriculum is purposeful and developmentally appropriate, and children make steady progress from their starting points.

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Curriculum and teaching Expected standard

The childminder is nurturing towards children, particularly those who have had a challenging start to life or are known to social care. Although the childminder has work to do to promote children's learning sufficiently well and to evaluate effectively to identify areas for improvement, she adapts the environment and resources to meet the age and stage of development of children.

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Inclusion Expected standard

The childminder gives children time to settle and gets to know them well. She speaks to parents and carers daily and learns about each child's individual needs. She recognises children's interests, preferences and starting points and identifies appropriate next steps for their learning. The childminder observes children to identify any possible delays in learning. She shares information and implements strategies to support learning and monitor progress. The childminder builds close relationships with families and recognises potential barriers to children's learning. The childminder works closely with other professionals and external agencies to support the progress of all children. The childminder supports children known (or previously known) to social care. She works closely with social workers to support the individual needs of children and supports families. Although the childminder does not have a

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Inclusion Expected standard

continual focus on her professional development, she understands how to support children with a variety of changing needs.

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Behaviour, attitudes and establishing routines Needs attention

Planning and organisation of daily routines are not consistent, which limits children's engagement. For example, resources are not consistently accessible, which can cause interruptions and means that some children have to wait longer. The childminder frequently leaves to collect extra resources, which can interrupt children's concentration and involvement, reducing the learning potential of some activities and key times of the day.

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Behaviour, attitudes and establishing routines Needs attention

Despite this, children are happy and polite and show positive attitudes towards each other. Children play well together and demonstrate close bonds with friends and siblings. They say please and thank you, learn to share, take turns and demonstrate kindness. The childminder is affectionate and knowledgeable about individual children. Children have opportunities to develop independence, for example when choosing and cutting fruit at snack time. The childminder encourages emerging language and provides opportunities for children to practise new skills.

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Behaviour, attitudes and establishing routines Needs attention

The childminder develops strong relationships with parents so that attendance and punctuality are supported.

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Leadership and governance Needs attention

Staff are warm and affectionate. However, weaknesses in leadership mean that some aspects of practice, such as the organisation of group times, are not well planned.

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Leadership and governance Needs attention

The childminder has a broad understanding of the context of the setting and shows appropriate intention for all children to feel settled and make progress, especially those facing barriers to learning. However, the childminder does not consistently evaluate her practice to identify areas of strength and areas for development, which slows improvement.

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Leadership and governance Needs attention

The childminder completes required checks, such as the progress check for children aged 2. However, systems to record supervision and staff training are inconsistent, which limits the childminder's ability to demonstrate how practice is strengthened over time. The childminder's procedures to ensure that mandatory training is completed in a timely manner are not consistently effective. Although the childminder has work to do, she supports the development of all children, particularly those who are disadvantaged. Children are making progress and achieve from their starting points.

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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's experiences are sometimes affected by weaknesses in the organisation and planning of group activities and at key times of the day. Activities are not always planned and prepared effectively. Adults move in and out of activities, which can distract children and interrupt their engagement.

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

The childminder has not continually broadened her knowledge and leadership skills. As a result, she is not evaluating her practice and identifying areas for improvement effectively. Overall, children enjoy attending the setting and benefit from nurturing relationships and a calm environment.

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

Children arrive happy and eager to play. They settle well in this welcoming and homely environment. Children separate from their parents and carers with confidence and form close relationships with the childminder. Children benefit from affectionate, responsive interactions and feel valued as they play and learn. Parents like and trust the childminder and share information in daily conversations. Children make appropriate progress from their starting points. The childminder knows the children well and identifies their interests and choices. She offers individual support for children with barriers to learning or with special educational needs and/or disabilities. For example, children practise motor skills while manipulating dough and turning keys and dials on favourite toys. The childminder recognises the importance of regular attendance and supports parents so that attendance is maintained.

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About this setting

Type: Childminder Children enjoy stories and songs. They snuggle up on the sofa, which helps them feel safe and develop emotional security. The childminder promotes the development of language and communication skills as she listens to children and repeats back emerging words so that they hear the correct pronunciation. Children enjoy a range of experiences, both outdoors and inside. They socialise with other children and families at local playgroups, which supports their independence and social skills. Children are kind to one another, play together cooperatively and show respect for others.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

establish consistent and purposeful routines so that children know what to expect, focus well and develop positive habits for future learning 02/03/2026

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Action Completion Date

focus professional development to broaden knowledge and leadership skills and evaluate practice effectively to identify areas for improvement. 02/03/2026

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About this inspection

The inspector spoke with the childminder and her assistant 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. Registration date: 28/06/2010

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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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