Childminder

Childminder

Unique reference number (URN): EY259408 Registered with Ofsted: 14/04/2003 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children develop confidence in their communication, can articulate their needs and ask for help when they need it. This secures a sound foundation for their future learning. Children practise essential skills such as putting on shoes, drinking from an open cup and tidying away toys, which boosts their confidence and independence. They learn new skills such as using a knife to cut up fruit for their snack. Children enjoy exploring photo books that show their own experiences, which prompts discussion and recall of events.

p.2

Achievement Expected standard

Babies are developing their muscles and movement. For instance, they confidently crawl and pull themselves up to a standing position. This helps to strengthen their core muscles for later walking. Babies are learning to hold and use their water cups when drinking. This helps them develop early independence and self-care skills. While children make consistent progress from their starting points, gaps remain in their mathematical development. As a result, they are not always fully prepared for the next stage of their learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Relationships between children and the childminder are warm and supportive. Children see the childminder as someone safe and comforting to turn to. They show that they are familiar with the daily routines, such as collaborating well with the childminder to tidy the toys away when they have finished playing with them. The childminder gives them appropriate praise, which helps children to learn familiar routines and promotes their confidence and self- esteem.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children behave well because the childminder is a positive role model. She promotes good manners and offers children gentle reminders about what type of behaviour is expected. For example, she reminds older children to be gentle with their younger peers and that 'sharing is caring'. She helps children to manage their feelings and understand how their actions affect others. This helps children to learn about the expectations for their behaviour. The childminder explains clearly to parents why their children need to arrive on time and attend regularly. This helps parents to maintain secure routines for their children.

p.2

Children's welfare and wellbeing Expected standard

The childminder has created a nurturing environment where children feel safe and secure in her care and have a strong sense of belonging. She shows a clear commitment to children's safety, using effective procedures and visual checks to manage risks and keep the home and garden secure. She adapts daily routines to meet children's physical and emotional needs, working in partnership with parents to ensure that routines, such as nap times or dietary needs, match those at home. The childminder is attentive and ensures that babies have their familiar cuddly toys or comforters close by. This inclusive approach ensures that every child feels safe, settled and ready to learn.

p.2

Children's welfare and wellbeing Expected standard

The childminder guides children to manage their self-care needs, such as washing their hands before eating. Children benefit from healthy and nutritious meals. They enjoy a variety of snacks, such as fruit and chopped vegetables. The childminder encourages them to try different foods and talks to them about making healthy choices. In addition, children learn about the importance of good oral health and how brushing their teeth keeps them healthy.

p.2

Curriculum and teaching Expected standard

The childminder knows the children in her care very well. She delivers a child-led curriculum that responds to their interests, promoting engagement, exploration and self-directed learning. She uses her knowledge and experience to monitor and assess children's progress and to plan what they need to learn next.

p.3

Curriculum and teaching Expected standard

Communication and language development is central to children's learning. The childminder asks questions that stimulate discussion, and she gives children plenty of time to think and respond. She provides a running commentary as children play, helping them hear and use new vocabulary and encouraging them to share their thoughts and ideas. The childminder also recognises the importance of fostering a love of books. She takes the children to the local library, where they borrow books and participate in organised groups and play sessions that further support their social development.

p.3

Curriculum and teaching Expected standard

Children's physical development is prioritised as they learn to climb large equipment, propel wheeled toys and kick balls. Their personal, social and emotional development is nurtured as they learn to share resources and interact positively with their peers. However, mathematical concepts are not consistently embedded within daily routines. For example, during snack time, the childminder overlooks valuable opportunities to extend learning by encouraging children to count and to describe the size and colour of the fruit they are preparing.

p.3

Inclusion Expected standard

The childminder knows children very well, which helps her to identify their individual needs and the best way to support them. There are no children with identified barriers to learning currently attending. However, the childminder demonstrates a secure understanding of how to support children with special educational needs and/or disabilities (SEND), including following a graduated approach. She knows how important it is to work with parents. She also has a secure knowledge of different funding available and knows how to use this to have a positive impact on outcomes for children. The childminder regularly attends and values the advice she gains through professional networks and local family hubs to tailor support for children with SEND.

p.3

Inclusion Expected standard

The childminder uses observations and regular assessments to monitor for any gaps in children's learning and development. She sets meaningful next steps for each child, which are regularly shared with and reviewed alongside parents. The childminder keeps parents well informed about children's experiences and progress, enabling them to continue supporting learning at home. This promotes a consistent and cohesive approach to children's care and development.

p.3

Leadership and governance Expected standard

The childminder keeps her safeguarding and early years knowledge up to date through regular training and ongoing updates. She liaises with other childminders to share information and ideas. However, she would benefit from further developing her reflective practice, particularly in evaluating the breadth of her curriculum and identifying ways to enhance children's learning and continually improve the quality of her provision.

p.4

Leadership and governance Expected standard

Children typically make good progress in their learning. The childminder makes effective use of the local area and community to provide meaningful experiences that help children engage confidently. She also broadens children's understanding of the wider world through age-appropriate activities, experiences and discussions. The childminder keeps parents well informed about their children's progress through regular conversations, written reports and daily feedback, ensuring they are aware of routines and achievements.

p.4

Leadership and governance Expected standard

Parents speak highly of the childminder. They value the frequent updates they receive and her attentiveness to each child's individual needs. They appreciate her dedication and passion and recognise the positive impact she has on their children's learning and wellbeing.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

The childminder creates warm, affectionate interactions that nurture secure attachments and boost children's self-esteem. She has a caring and friendly relationship with the children and supports their overall learning. She interacts very well with the children, supporting and participating in their activities. Children confidently seek comfort from the childminder when needed. They demonstrate confidence and happiness while building positive relationships, both with their peers and the childminder.

p.5

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

The childminder collaborates effectively with parents and carers to assess and understand each child's existing knowledge and skills. She uses this information and her knowledge of children to support their learning. For instance, she arranges the learning environment based on what she knows about children. She ensures that they have access to resources that interest them. The childminder gives children time to follow their interests and lead their own play. As a result, they have lots of fun and enjoy attending. For example, children engage in role play, caring for baby dolls and pretending to make pizza in the role-play kitchen. The childminder adopts good personal hygiene routines, with good explanations about why handwashing is important to stop germs. She plans regular experiences outside the home to help build children's confidence in unfamiliar situations. For example, they visit the community hub, library and toddler groups, and they develop their physical skills while

p.5

Next steps

The childminder should explore further ways to enhance children's mathematical skills through their play and daily routines.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Age range of children at the time of inspection

The childminder should strengthen her self-evaluation and reflection methods to focus on the delivery of her mathematical curriculum and how she can support children's learning and enhance the quality of her provision further.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection and reviewed written feedback from parents.

p.6

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8