Childminder

Childminder

Unique reference number (URN): 2747607 Registered with Ofsted: 15/09/2023 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 typical progress through a well-sequenced, tailored curriculum informed by secure knowledge of child development, clear starting points and identified next steps. There is an emphasis on communication and language. The language-rich environment and quality interactions enable children to become confident communicators and attentive listeners. They talk enthusiastically about experiences, such as visiting the zoo, and they share their interests with others.

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Achievement Expected standard

Children achieve well from their starting points and make consistent progress within this inclusive setting. They demonstrate growing skills and understanding when playing with their friends in the home corner. Children who speak English as an additional language develop increasing confidence in communication through a range of opportunities to use and understand language. Children's achievements are recognised and celebrated.

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Achievement Expected standard

Children are well prepared for their next stage of learning. They demonstrate independence in daily routines, perseverance in play and the ability to focus and listen during story time. Children develop the skills, knowledge and attitudes needed for future learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a positive, welcoming environment with clear, realistic and consistently applied behaviour expectations. Children form strong relationships with both the childminder and her co-childminder and their peers. This is supported by the nurturing and collaborative relationship between the childminder and her co-childminder, which models kindness, cooperation and respect. Well-established routines help children manage transitions, with clear reminders before activity changes and the use of a range of communication methods to ensure understanding. Parents promote consistency through using phrases, such as 'kind hands', at home. Specific praise for sharing, manners and kindness, along with discussions and 'empathy dolls', supports children's social and emotional development and awareness of how their actions may affect others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows the children well and adapts strategies accordingly. Interactions are consistently warm, caring and supportive. This promotes children's engagement, collaboration and the development of social skills. Attendance is promoted through clear routines and communication with parents. Any absences are followed up to assure children's welfare. Children settle quickly and participate in familiar routines and welcoming activities on arrival. The childminder's nurturing approach, strong partnerships, positive attitude and consistent routines foster children's confidence, collaboration and a positive and inclusive learning environment.

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Children's welfare and wellbeing Expected standard

Secure attachments and responsive relationships enable children to feel safe, happy and confident. The childminder ensures care practices meet all children's individual needs, tailoring routines, sleep and mealtimes where appropriate. She works closely with parents, using their knowledge to support children with allergies and/or intolerances. The childminder has reviewed the menu to make it more nutritionally balanced, offering a wider range of healthy, home-cooked foods that children enjoy. Daily physical activity and nutritional meals contribute to healthy lifestyles. Through reflective discussions, the childminder recognises how children's understanding of healthy choices could be enhanced further to support their understanding.

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Children's welfare and wellbeing Expected standard

Children develop independence through structured hygiene routines, being taught first and then encouraged to manage personal care themselves. Physical development and understanding of safety are promoted through planned activities, including well considered play at local play centres. Children learn to develop resilience and perseverance.

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Children's welfare and wellbeing Expected standard

Emotional wellbeing is supported through discussions, books, visuals and everyday situations, helping children recognise, express and manage feelings. Routines, including sleep and rest, are tailored to individual needs. Children demonstrate they feel secure and supported.

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Children's welfare and wellbeing Expected standard

The childminder's nurturing, inclusive, and responsive approach and her strong partnerships with parents supports her practice. This fosters secure attachments, independence and children's physical, social, and emotional wellbeing in a safe and supportive environment.

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Curriculum and teaching Expected standard

The childminder delivers an ambitious and well-sequenced curriculum that meets all areas of learning. There is an effective focus on the prime areas for younger children. Curriculum experiences are purposeful, embedding communication, social skills and independence, physical development and mathematics throughout the day. For example, children practise counting as they climb the stairs, explore shape and size with play dough and develop balance, coordination and strength through daily outdoor play in the local area.

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Curriculum and teaching Expected standard

Teaching is responsive and tailored. The childminder's planning, curriculum and teaching ensure all children achieve their next steps as these are successfully woven into all activities. Children make meaningful progress. The childminder adapts her interactions to meet individual needs. She reflects on what has worked well and what could be improved and uses this to plan future activities that target children's next steps.

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Curriculum and teaching Expected standard

The childminder uses a focused story of the week, songs and rhymes to extend vocabulary and foster enjoyment through communication and language. She prioritises children's personal, social and emotional development through planned supportive and nurturing activities.

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Curriculum and teaching Expected standard

Observations and assessments are used effectively to monitor progress and inform planning, which ensures learning is tailored to children's abilities and needs closely. Parents are fully involved, supporting continuity between home and setting.

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Inclusion Expected standard

The childminder identifies children's individual needs promptly, gathering detailed information from parents before they start through discussions, questionnaires and 'All About Me' forms. She completes accurate baseline assessments once children have settled, giving her a clear understanding of starting points. The childminder completes observations and uses tracking to monitor progress closely and identify any emerging concerns at an early stage.

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Inclusion Expected standard

The childminder identifies and addresses barriers to learning and wellbeing effectively through inclusive practice, carefully adapting teaching and targeted support. She tailors the setting to meet individual needs, which includes for children who speak English as an additional language. The childminder uses strategies, such as visual prompts, gestures, key words in home languages and modelling to strengthen children's communication and understanding. She makes links with external professionals and discusses how coordinated support is beneficial for children's development.

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Inclusion Expected standard

The childminder works closely with parents to plan next steps and provides suggestions to continue learning at home. She uses tracking and monitoring systems purposefully to evaluate the impact of her support and adjust provision when needed. Although the childminder does not receive additional funding, she considers how it could enhance resources and experiences to reduce gaps for children who may face disadvantage. She demonstrates a commitment to ongoing professional development to further strengthen her inclusive practice.

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Leadership and governance Expected standard

The childminder along with the co-childminder, operate the setting with a clear vision and a good understanding of what works well and what could be developed further. Strengths and areas for development are identified and considered, to support ongoing improvement. They reflect regularly on practice between themselves and seek advice and support from the local authority early years professionals. Following the inspection, the childminder plans to engage more precisely with external professionals as she recognises the value this brings. The childminder acknowledges this approach gains additional perspectives, reviews the setting and guides improvements to support the ongoing development.

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Leadership and governance Expected standard

Parent partnerships are well established. The childminder focuses on children's progress and offers guidance to support learning at home. Positive interactions between the childminder, co-childminder and families help children feel supported and secure. This contributes to the setting's positive environment.

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Leadership and governance Expected standard

Decisions are made considering children's needs, including those who may face challenges. This ensures appropriate support is provided. The childminder undertakes professional development in areas that will benefit all children. The childminder considers how her own learning journey improves practice. She welcomes opportunities to review and continue strengthening the setting for all children.

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Leadership and governance Expected standard

The childminder supports the co-childminder's wellbeing through maintaining open communication, shared responsibilities and promoting a positive working environment.

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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 and co-childminder plan activities together, choosing outings and experiences that benefit the children and develop their understanding of the world. At the setting, children feel excited to come and explore each day. Attendance is well promoted and children are motivated to participate. Children enjoy making choices about what to play with. They develop mathematical concepts using play dough and enjoy looking at the pictures in their favourite book. The childminder encourages children to laugh, sing and join in with stories, such as the story of the week, 'Dear Zoo'. The childminder values outdoor learning opportunities. Trips to the park, gymnastics club and play centres support children in discovering new things and learning through experiences. Children develop their independence and confidence by practising putting on coats and shoes, serving their own snacks, pouring drinks and following clear hygiene routines. The childminder encourages

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

children to take risks, solve simple problems and try new activities, promoting a 'can-do' attitude.

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

The childminder identifies children's starting points well. She adapts activities, routines and support to reduce barriers to learning and to meet individual needs. Children make measurable progress to support their next stage of learning. They feel safe, secure and cared for. They know that they are listened to and, in turn, demonstrate effective listening skills. The childminder provides a warm and consistent environment, where emotions are discussed and comfort is offered when needed. Circle time, routines and activities support communication through questions, conversations and opportunities to share thoughts, ideas and feelings.

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

Friendships are an important part of every day. Children play together, learn to be kind and practise using 'gentle hands' during games, at mealtimes and in shared activities. The childminder praises children's specific achievements and behaviour. Everyone is included and children demonstrate that they feel welcomed and valued. Children develop curiosity, confidence and independence through the combination of nurturing care and enriching experiences. They grow socially and emotionally, enjoy learning and leave the setting ready to explore and develop further in readiness for the next stage of their learning.

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Next steps

The childminder should enhance children's understanding of healthy lifestyles to enable them to make their own positive choices and decisions about food and exercise. The childminder should continue to strengthen her professional development and engagement with external professionals to further support children's individual learning and development needs.

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About this inspection

The inspector spoke with the childminder, her co-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.

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About this setting

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

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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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