Childminder

Childminder

Unique reference number (URN): EY398717 Registered with Ofsted: 27/08/2009 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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Children's welfare and wellbeing Expected standard

The childminder works collaboratively with parents to recognise when children are ready for toilet training and sleep routines. She gathers information before children start, such as sleep schedules, to implement into her day. This supports children's welfare and wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder has effective care practices in place to meet the needs of the children. She is respectful in her approach to nappy changing. For example, she gently asks young children if they may need their nappy changed. This helps build a respectful and trusting relationship between the childminder and the children. The childminder is observant and responsive to children's needs. For example, she notices signs of children needing the toilet and provides privacy to help children feel safe and confident. Children are beginning to become more independent in their self-care needs. Children regularly wash their hands throughout the day, before eating or after messy play. Children learn about good hygiene practices. The childminder also helps children learn about personal safety. Children use scissors to cut and know where to hold them safely. They also develop their physical skills as they access the outdoors where they learn to climb and run.

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Children's welfare and wellbeing Expected standard

The childminder supports children's emotional development well. She comforts and reassures children when upset or tired. She names emotions in the moment and offers flexible settling-in periods to support children to feel comfortable in her care. Children confidently access the toys and resources readily available.

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Achievement Needs attention

Children are not achieving well enough across all areas of learning because of the weakness in the curriculum design. Children's communication and language skills are not developing well enough. Children also do not experience consistently high-quality interactions to help build on their knowledge and understanding, which hinders their progress.

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Achievement Needs attention

Children develop their larger muscles well. They attend the local park where they develop their physical skills. Children enjoy being actively involved in looking after the childminder's pet. They enjoy feeding it and providing water. They also know to wash their hands after feeding to get rid of dirt and germs. During snack, children enjoy counting the fruit and sharing with their peers. They set the table and clear their plates after lunch. Children are becoming more independent in preparation for future learning.

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Behaviour, attitudes and establishing routines Needs attention

The childminder is inconsistent in reinforcing some boundaries and rules within the setting. This means that, on occasion, some children struggle to follow expectations. For example, while the childminder reinforces some boundaries well, this is not always successful and results in children repeating some unwanted behaviours. Furthermore, the childminder does not always set high expectations for children's behaviour, for example through supporting children to understand why some behaviours are not acceptable. This includes clearly explaining what she expects from children. For example, she frequently asks children to 'talk nicely' to their peers. The childminder does not explain what this is or looks like to embed this learning, particularly for the youngest children. Therefore, this does not support younger children's understanding of expected behaviour or how to get along with others.

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Behaviour, attitudes and establishing routines Needs attention

The childminder has formed positive relationships with the children. Children follow the childminder's routines. For example, children work as a team to tidy up when they hear a certain song and know to sit at the table ready to eat. Furthermore, the childminder promotes the importance of punctuality and attendance with parents. This ensures all children access the education and care the childminder provides.

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Curriculum and teaching Needs attention

The childminder knows what she wants children to learn but does not always use this knowledge to design an appropriate curriculum. The childminder has not prioritised building children's communication and language skills. For example, she plans most activities developing children's smaller muscles and does not direct her teaching to also build children's language. The childminder mostly repeats children's words rather than expanding children's vocabulary. Further to this, she asks questions which sometimes are not age- appropriate or do not get answered. This does not support children's understanding. The childminder's teaching and interactions with children are inconsistent. For example, during story time, the childminder starts to have a back-and-forth conversation about lunch with a child, and this distraction is not conducive to children's learning or supporting them to develop a love of reading.

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Curriculum and teaching Needs attention

The childminder helps develop children's physical skills well. She provides plenty of opportunities for children to strengthen their smaller muscles. For example, the childminder models making marks, cutting and sticking. Children copy this, developing their hand-eye coordination. She uses children's interests to help support their development. For example, she recently implemented new resources to extend children's interests in role playing 'getting ready'. Further to this, the childminder demonstrates counting skills and mathematical language, comparing sizes such as big and small.

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Inclusion Needs attention

The childminder identifies and assesses children's learning and development accurately using her prior training. She monitors children's progress to put in place appropriate next steps in learning. However, the childminder does not focus on building children's communication and language skills effectively through her interactions and planned activities. This does not support reducing barriers to children's learning. For example, the childminder does not build on children's vocabulary well during free play. She focuses a lot on what children already know. Children receive limited interactions that benefit their understanding and language development. The childminder knows what to do if she has concerns about a child's development. She knows to work with parents and other professionals to implement consistent strategies. The childminder has previously shared her concerns on children's language development with

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Inclusion Needs attention

parents to support possible referrals. The childminder also has a secure understanding of how to apply and use additional early years funding to support those children who are eligible.

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Leadership and governance Needs attention

Although the childminder identifies her strengths, her self-evaluation procedure is not robust enough in outlining areas of improvement. The childminder has not identified weaknesses in her curriculum design. The curriculum for communication and language is not consistently implemented. Additionally, the childminder would benefit from further training in this area to enhance her teaching and interactions, to build on children's communication and language skills effectively.

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Leadership and governance Needs attention

The childminder is passionate about her role. She has kept up to date with mandatory training to ensure the safety of all children in her care. She has also recently implemented changes in her provision from prior training to support the needs of the children. For example, her recent training in schemas has enabled her to recognise children's patterns of behaviour. She uses this information to plan more effectively around these areas and children's interests and motivate children to learn.

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Leadership and governance Needs attention

The childminder has formed positive relationships with parents. She informs parents about children's experiences and offers ideas to continue learning at home. She has also recently shared information with other settings to support continuity in care and education.

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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 are at the heart of the childminder's practice. She actively puts in place resources of children's interests to support their development. During interactions, the childminder repeats children's words to support correct pronunciation. She also gives children plenty of time to think and respond. However, the childminder does not consistently support children's communication and language skills well. Overall, the curriculum lacks depth and does not build on children's existing skills and knowledge. The childminder needs to focus on developing children's vocabulary and language skills more, building on what children know and can do.

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

Children enthusiastically join in with activities planned by the childminder. They sustain attention well. Children use different resources, such as stickers, glue spreaders and tissue paper, to create. Children develop their smaller muscles. Children are becoming more independent. Further to this, the childminder supports children to learn how to get dressed and pour their own drinks. When children spill a drink, the childminder encourages children to try again or models how to achieve. This helps build children's resilience. Additionally, the childminder has an active presence within the community. For example, children visit their local park and woods. The childminder uses these experiences to help children to develop their understanding of wildlife and the natural world.

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

Children confidently ask for help or further resources to extend their play. The childminder responds positively to children's wants and needs. The childminder also provides opportunities for children to make choices. For example, children enjoy selecting a favourite coloured plate and cup during snack time. Children build their confidence to express their preferences.

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About this setting

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

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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

develop teaching to place a sharper focus on supporting children's vocabulary and language skills 25/03/2026

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Action Completion Date

implement consistent expectations for children to follow, more effectively managing their behaviour 25/03/2026

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Action Completion Date

develop an ambitious curriculum for children, providing a high-quality early years provision and consistently progressing their skills across all areas. 25/03/2026

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About this inspection

The inspector spoke with the childminder, parents 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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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. 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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