Childminder

Childminder

Unique reference number (URN): EY449703 Registered with Ofsted: 06/08/2012 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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Inclusion Strong standard

The childminder identifies, through meticulous assessment, where children need help at the earliest opportunity. She uses her years of experience and knowledge to provide children with highly inclusive learning experiences. The childminder uses her precise observations of what children know and can do to swiftly identify gaps in learning, and when necessary, she knows how to take prompt action to plan the next stage of learning to address these gaps and help every child achieve their best.

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Inclusion Strong standard

Partnerships with other professionals, providers and schools are highly effective. For instance, where children with special educational needs and/or disabilities (SEND) are identified, referrals to agencies are made to ensure the best possible and timely support. Currently, no children with SEND attend the setting. The childminder has previously used the early years pupil premium to purchase resources to enhance the experiences of children and focus on targeted areas of their development. The childminder carries out research and undertakes extensive training, which has a positive impact to offer an inclusive environment for children.

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Inclusion Strong standard

The childminder is proactive in swiftly planning opportunities to provide additional support to children who need it. For example, the childminder plans opportunities, such as attending groups, for children who may lack confidence and need support with their communication and language. This supports children in forming new friendships while simultaneously targeting their early language and communication skills.

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Achievement Expected standard

Children develop typical levels of communication and language. During storytelling, children delight in repeating familiar phrases and predicting what might happen next, which strengthens their communication and love of books.

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Achievement Expected standard

Children practise their mathematical skills during their play. They delight in singing and movement activities, and they stretch and move their bodies to the rhyme and instructions of the song. For example, they discuss positional language, such as 'in front', 'above' and 'to the side'. In general, children practise their independence skills as they pour their own milk on their cereal and choose which fruit they would like to eat.

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Achievement Expected standard

Children practise their social skills through the consistent modelling of polite behaviour, sharing and taking turns. This helps support smooth transitions for children when they move on to the next stage of their learning, including school. Children who need extra help also make steady gains from their starting points. Over time, children who initially needed adaptations become more confident in groups and manage change and transitions well. However, curriculum planning does not always take full account of the differing needs of older children. This sometimes means activities and resources are less accessible, and some children lose focus and are not engaged in purposeful learning.

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Behaviour, attitudes and establishing routines Expected standard

Children respond positively to the calm and respectful way the childminder manages behaviour. The childminder encourages children to problem-solve when there are minor behaviour incidents so as not to disrupt the otherwise calm and purposeful environment. Children develop a positive and secure relationship with the childminder. The childminder gives reassuring cuddles as needed, identifies and responds sensitively to signs of hunger and adapts her routine to allow children to nap as required. She consistently models respectful language and supports children in managing their emotions, fostering resilience and kindness.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents. She encourages regular and punctual attendance by explaining to parents its importance and value.

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Behaviour, attitudes and establishing routines Expected standard

The childminder helps children manage their behaviour effectively by clarifying her expectations. For instance, she uses distraction with younger children and talks to older children about how their actions may affect others. If children struggle to manage their behaviour due to barriers in learning, the childminder uses strategies to support them. For instance, timers or visual timetables are introduced, and she speaks to children on the telephone the day before to prepare them for transitions or changes to normal routines. Children are encouraged to share, take turns and play alongside others. During group play, children are reminded that resources are available for everyone and are encouraged to wait patiently.

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Children's welfare and wellbeing Expected standard

The childminder attends to children's personal care with a calm and caring approach, promoting their comfort and wellbeing. She gathers detailed information from parents to understand children's home routines, preferences and personalities, and she adapts her approach sensitively so that children feel secure and settled throughout the day. As a result, children demonstrate that they feel emotionally safe and supported and settle very quickly. The childminder is highly attuned to children's emotional cues and responds sensitively, helping children to feel understood and valued. This consistent emotional support enables children to build trust, develop confidence and form secure attachments that underpin their learning and development.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's health and personal safety effectively. For instance, older children learn how to carry scissors safely to the table and how the lids of pens may present a choking risk to younger children. She encourages healthy eating habits, provides milk or water throughout the day, and supports children's physical development through regular outdoor play.

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Children's welfare and wellbeing Expected standard

Generally, the childminder provides some opportunities for children to develop their independence skills. She knows what she wants children to be able to do for themselves, including managing their self-care. However, at times, she uses the flannel to wipe children's faces and hands and wipes their noses for them. This means that the childminder's routines do not always support children in developing their independence skills.

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Curriculum and teaching Expected standard

The childminder has an accurate understanding of the quality of the curriculum and the teaching she provides. She has a well-developed understanding of the early years foundation stage and plans activities that help children develop skills in all areas of learning. Typically, the childminder assesses children's progress and adapts her curriculum and teaching appropriately to build on children's interests to engage them in learning. For example, when the youngest children show an interest in balls, she creates an activity where they can post and throw balls, while older children practise their colours, sorting and counting.

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Curriculum and teaching Expected standard

Children are confident and motivated to participate in activities, showing pride in their achievements, such as creating artwork. They make links to what they know and have learned previously. However, at times, interactions with older children do not fully extend their curiosity or deepen their thinking. The childminder occasionally misses opportunities to build on children's interests, which leads to older children being less engaged in purposeful learning.

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Leadership and governance Expected standard

The childminder collaborates closely with parents and carers to support their children's next steps in learning. This ensures a consistent approach between home and the setting. Feedback from parents is highly positive. Parents praise the childminder and say their children have 'thrived' and 'flourished' in her care. The childminder works closely with local schools to support children's transition and ensure they are well prepared for the next stage of learning. She shares detailed information about each child's development, interests and learning needs, enabling schools to continue progress seamlessly.

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Leadership and governance Expected standard

The childminder seeks advice from local authority experts when she identifies gaps in children's learning and development and works closely with them to identify appropriate training and development to enhance her teaching skills.

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Leadership and governance Expected standard

The childminder demonstrates a secure understanding of her role and makes decisions in children's best interests. She uses reflective tools to evaluate practice and identify strengths in the provision. The childminder has made thoughtful changes to improve the environment, such as providing photos of resources to allow nonverbal children to make choices about their play.

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Leadership and governance Expected standard

Professional development is undertaken regularly, both online and face to face. This strengthens the childminder's knowledge and informs her practice. She also maintains links with other childminders to share ideas and discuss policy updates.

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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

All children make typical and steady progress from their individual starting points. The childminder is attentive to children's unique needs, interests, and characteristics of learning. She tailors her settling-in procedures to each child's and family's individual needs. This helps ensure she meets children's individual care and learning needs successfully from the beginning. The childminder implements a curriculum designed to promote children's development and enjoyment in all areas of learning. The childminder takes children to playgroups and other social settings, where they learn to mix with larger groups of children

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Inspector:

Beverley Devlin and become independent in new environments. These opportunities enable children to engage with peers and adults in diverse settings, encourage self-confidence, and enhance children's ability to form friendships. Children make independent choices from a rich and varied range of toys and resources and put them back where they belong when they have finished playing. Children learn to share and take turns, and older children are role models to the younger children.

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Inspector:

The childminder creates a very calm and friendly environment that encourages children to feel safe and respected. Children show increasing confidence in their communication and use new vocabulary in context and engage actively in conversations and play. For example, when discovering the owl puppet, children discuss the sounds owls make and the reasons they cannot be seen during the day. Babies excitedly play peekaboo with the childminder, using various scarves and learning about colours. The childminder provides children with many opportunities to develop their physical skills. Children delight in waving scarves around as they dance and skilfully throw balls. This helps children to develop their coordination.

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Inspector:

The knowledgeable childminder is sensitive to potential barriers to children's learning. Her experiences of working with children with special educational needs and/or disabilities enable her to make simple yet effective adjustments, ensuring that all children can access and benefit from activities and make progress in their learning. The childminder recognises the importance of children's regular attendance and promotes it in her setting. She works closely to support families where regular attendance may be more difficult.

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Next steps

The childminder should enhance her interactions and curriculum to extend older children's curiosity and keep them engaged in purposeful learning. The childminder should review routines to strengthen opportunities for children to further develop their independence and manage their self-care.

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About this inspection

The inspector spoke with the 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: Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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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