Childminder

Childminder

Unique reference number (URN): EY343359 Registered with Ofsted: 14/11/2006 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 provides a warm, positive environment where expectations for behaviour are high, clear and consistent. She promotes kindness and good manners at every opportunity through gentle reminders and calm, respectful interactions. Children respond extremely well. They mirror the childminder's courtesy, are consistently calm and are very well behaved. They show consideration for others, for example, passing a jigsaw to their friend before choosing one for themselves.

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Behaviour, attitudes and establishing routines Strong standard

The childminder shows children the utmost respect and ensures their thoughts and feelings are fully considered. Children benefit from an abundance of praise and encouragement. This contributes to the high self-esteem they demonstrate, for example when they celebrate their success in a game with a cheery 'high five'. Purposeful opportunities, such as waiting for their turn during familiar routines, help children learn to manage their own behaviour. The childminder prioritises children's independence, using everyday moments to encourage them to do things for themselves.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well established, familiar and thoughtfully organised. Transitions between activities are smooth, helping children to understand what happens next. For example, children know to sit on a stool to wait their turn for the bathroom. This contributes to the supportive and orderly environment that consistently supports children's highly positive attitudes and behaviours. The childminder considers children's ages, abilities and individual circumstances when supporting them to meet her high expectations. She works closely with parents to promote the importance of punctuality and regular attendance, helping children to benefit fully from the learning opportunities she provides.

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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the centre of her practice. She gathers detailed information about children's individual needs before they start, ensuring she can meet them from the outset. Furthermore, her rigorous efforts ensure she maintains open communication with parents. For example, each morning, she checks if anything might affect the child on that day. Care routines meet children's needs with sensitivity and respect. Babies and young children form secure attachments with the childminder, which helps them feel safe in her care. The childminder helps children to recognise and express their feelings by naming emotions, modelling calm responses and giving them simple strategies, such as taking turns to talk or asking for help when they feel overwhelmed. Children show clear signs of high emotional wellbeing and are confident to seek reassurance when they need it.

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Children's welfare and wellbeing Strong standard

Children develop an excellent understanding of how to keep themselves healthy. The childminder works closely with parents to review children's diets and has supported families to make healthier choices. This has had a clear impact on children's food choices and preferences. For example, choices now include plain yoghurt instead of sweeter options and meals with considerably less sugar and salt. Hygiene routines are very well established. Children learn to wash their hands independently and understand why this is important. Children eagerly play outdoors in all weathers, helping them develop physical confidence and an understanding of the importance of fresh air and exercise.

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Expected standard

The childminder teaches children to keep themselves safe, for example helping them to use equipment carefully. Sleeping arrangements are hygienic and safe. Children settle easily during routines that are familiar and managed calmly. The childminder considers each child's age, stage of development and individual circumstances when planning care routines. This inclusive approach ensures that all children receive tailored support to thrive in their early years.

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Inclusion Strong standard

The childminder identifies children's individual needs quickly through comprehensive assessments. She holds early and open conversations with families and discusses the best way forward with them. She continues to build her professional knowledge, for example through reading and research, of how to respond in a timely way when children need more support. This helps to ensure that children get the right help at the right time. This usually begins with the childminder adjusting routines, resources and interactions to focus more closely on children's particular needs. She monitors children's development closely and reviews any adaptations to check they are having the intended impact. When needed, she guides and supports them to access the help children need. She swiftly contacts other professionals when required and works very closely with them to ensure that support is appropriate and helps children to make progress.

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Inclusion Strong standard

The childminder understands how she can use early years pupil premium funding to enhance learning experiences and target support. She takes account of children's home experiences and uses this information to shape opportunities that build confidence, communication and independence.

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Achievement Expected standard

Children make steady progress from their starting points across all areas of learning. They are confident and settled and show positive attitudes to learning. Regular assessments show that children are developing their knowledge securely over time. Children achieve well, overall, in their communication and language skills. While they enjoy conversations and listen well, some would benefit from more consistent support with pronunciation and opportunities to use language more frequently. Children make typical progress in mathematics, although their understanding is sometimes limited by activities that focus on memorising number, shapes and colours rather than deepening mathematical knowledge.

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Achievement Expected standard

The childminder reduces barriers for children where needed, for example by offering additional modelling. This helps to ensure that all children build on what they know and can do and, overall, develop the skills and knowledge they need for their next stage of learning. They develop independence, manage routines confidently and show the attitudes needed for success in school.

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Curriculum and teaching Expected standard

The childminder reflects regularly on her curriculum and makes small, purposeful changes that help children build their knowledge more securely over time. The curriculum successfully covers all areas of learning. It is particularly effective in supporting children's personal, social and emotional development. Children benefit from carefully planned opportunities to share, take turns and build friendships. Regular experiences in larger groups help them to become confident in wider social situations in preparation for school. Children also have opportunities to move in different ways outdoors, using balance bikes, climbing steps to the slide and exploring the garden to build their physical confidence.

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Curriculum and teaching Expected standard

The childminder knows what all children need to learn, including those who face barriers to their learning. She adapts her teaching, for example by adjusting resources and breaking tasks into smaller steps, so children with different needs can take part confidently. She checks what children know and can do and uses this to inform her teaching. Progression within the curriculum is developing. The childminder understands the importance of sequencing learning, but this is not yet fully embedded in her teaching. This is particularly evident in early mathematics, where children are sometimes encouraged to count to high numbers before they have secured an understanding of smaller quantities.

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Curriculum and teaching Expected standard

The childminder understands the importance of building children's language skills. Children are exposed to rich language and conversation, including plenty of opportunities to listen to familiar stories, songs and rhymes. Occasionally, however, the childminder speaks quickly, uses closed questions and does not consistently model clear pronunciation of new words to enable children to practise their communication skills.

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Leadership and governance Expected standard

The childminder is committed to providing a safe and caring environment for children. There are meaningful and effective partnerships with parents. They speak overwhelmingly positively about the support the childminder provides and value the consistent communication they receive. They describe a 'nurturing and joyful environment where children feel safe and valued and are encouraged to grow'. She holds early and open conversations with families and discusses the best way forward with them. The childminder shares plenty of information with them about their children's learning and shares ideas to extend this at home. For example, children take a book home each week to share early reading experiences with their family.

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Leadership and governance Expected standard

The childminder reflects on her practice and takes steps to improve, for example by ensuring that new guidance around children's health and welfare is implemented with rigour. She continues to build on her own skills and knowledge through a range of personal learning opportunities. However, professional development is not consistently implemented to further develop the quality of teaching to extend children's communication and mathematical skills.

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Leadership and governance Expected standard

The childminder provides effective support and supervision for any assistants she works with. She prioritises and monitors their wellbeing and workload, for example through regular check-ins. This contributes to the very positive and welcoming atmosphere where children's needs come first.

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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 thoroughly enjoy their time here, in a calm and relaxed environment where they feel safe and valued. The childminder knows children extremely well and understands their individual needs and preferences. She knows which children enjoy active play and those

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Inspector:

Clare Wilkins who prefer quieter, imaginative activities. This helps children to settle quickly into her care and feel at ease. Children choose from a wide range of resources and move confidently between indoor and outdoor play. They enjoy their learning and become deeply engaged in the activities they select for themselves.

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Inspector:

Children play harmoniously together and form early, meaningful friendships. They work very well together, for example during imaginative play when they pretend to be doctors. They use their imaginations to create shared stories and experiences. The childminder helps children to get along with others, learn how to share and consider one another's feelings. This contributes to children's remarkable social skills and their deep sense of belonging.

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Inspector:

Children achieve well from their different starting points. They develop independence, confidence and a range of skills that prepare them well for the next stage in their learning. Outings in the local area, such as visits to parks and woodland, build on children's experiences and broaden their understanding of the world. The childminder thoughtfully adapts activities for children who may face barriers to their learning, for example by simplifying instructions. This helps to ensure that every child is fully included in her setting. Children thrive in this nurturing environment.

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Next steps

The childminder should refine the sequencing of the curriculum, particularly in early mathematics, so children build their knowledge securely. The childminder should use clear and concise language and effective two-way interactions with children to further their communication skills. The childminder should target professional development more precisely to strengthen weaker aspects of teaching to extend children's communication, language and early mathematics.

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About this inspection

The inspector spoke with the childminder, her assistant 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 : 07:30 - 05:30

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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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