Childminder

Childminder

Unique reference number (URN): EY304195 Registered with Ofsted: 07/03/2005 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 Expected standard

The childminder establishes ground rules for children's behaviour, which she communicates to parents through her policies and procedures. For example, older children understand they should not discuss 'teenage' topics or talk about any school incidents in front of younger children. This helps promote positive and respectful relationships between the childminder and children.

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Behaviour, attitudes and establishing routines Expected standard

Children are kind and considerate towards others and demonstrate caring behaviour. For instance, they offer to carry their friend's bag on the way to school when they have other things to hold. Children learn through routine daily experiences to respect the needs of others.

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Behaviour, attitudes and establishing routines Expected standard

At times, older children's natural competitiveness leads to boastful comments that can upset their friends. The childminder responds immediately and reminds them to use kind words. She reduces the likelihood of arguments by limiting shared game console activities to short sessions and offers individual activities so that children can play separately if needed. Although the childminder has introduced some helpful strategies to support children's behaviour, she frequently resolves conflicts for them. She does not guide children in developing the skills they need to negotiate and solve disagreements independently.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works successfully with parents to help them understand the importance of children's punctuality and attendance. Children develop positive attitudes to establishing regular routines, which positively supports their learning at school.

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Children's welfare and wellbeing Expected standard

The childminder places children's welfare and wellbeing at the centre of the care provided. She creates a nurturing and predictable environment where children feel safe and confident. For example, children informed the childminder that they felt scared after handling snakes and baby chicks at a club after school. The childminder is responsive to children's individual needs. She listens sensitively to their experiences and provides thoughtful emotional support. For instance, she encourages children to draw pictures of the animals to help them identify, manage and express their emotions effectively.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's understanding of a healthy lifestyle. For example, she talks to them about the benefits of regular physical exercise, such as walking to and from school, and helps them make healthy food choices. Older children eagerly look forward to playing age-appropriate electronic games after school. The childminder gently reminds them about the importance of limiting screen time. Although the childminder does not allow children to use the internet independently in her home, she teaches children about online safety. For instance, she explains the risks of chatting to people they do not know. Over time, the childminder helps children make informed choices and learn how to keep themselves safe. This supports their overall health and welfare.

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Inclusion Expected standard

The childminder knows the individual children in her care well. Older children with special educational needs and/or disabilities who are at school have already been assessed by health professionals and are on a pathway to receive further support. The childminder has regular conversations with parents about their children's emotional wellbeing and care routines. This ongoing exchange of information helps her understand how to adapt her interactions and expectations so that children feel calm, supported, and ready for the day. For example, she offers quiet time in the morning and allows children additional time to get dressed ready for school. The childminder is sensitive to the different ways children may choose to communicate, especially those who do not always wish to express themselves verbally. For instance, she provides writing materials and encourages children to express their thoughts or feelings in whichever way feels most comfortable for them. This helps

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Inclusion Expected standard

children feel understood and promotes their overall emotional wellbeing.

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Inclusion Expected standard

Although the childminder provides warm and consistent support for children's individual needs, she does not enquire about the outcomes of specialist assessments or explore what additional guidance may be available from other professionals. Consequently, there is not always a coordinated approach to children's physical and sensory differences.

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Leadership and governance Expected standard

The childminder relies on parent recommendations from the local school to fill her childcare places. Parents value the warm, welcoming environment she provides. They note that it offers their children a comfortable space to socialise with friends and regulate after a busy school day. The childminder is concerned that a newly opened school club may affect the future demand for wraparound childcare places.

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Leadership and governance Expected standard

The childminder identifies her strengths and areas for development. For example, she plans to enhance the outdoor environment by introducing a sandpit and mud kitchen to broaden children's play experiences. The childminder recognises the value of giving children free access to arts, crafts and writing materials to support the skills they are developing at school. Children with special educational needs and/or disabilities (SEND) particularly benefit from being able to use various forms of art and writing materials to communicate their needs.

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Leadership and governance Expected standard

Children with SEND receive support from the relevant health professionals. Parents provide the childminder with regular updates about their child's emotional wellbeing, which she shares with the class teacher at the start of the school day. This helps the childminder put some supportive strategies in place for children's individual needs. However, the childminder does not seek guidance from other professionals to implement the most effective approaches for consistency of care. This limits the consistency and effectiveness of support for these children. The childminder recognises the need to further develop her knowledge, particularly in relation to sensory differences, and is proactive in identifying training to strengthen her practice. Continued professional development in this area would enhance her ability to meet the needs of children with SEND more effectively.

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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 build warm, positive and trusting relationships with the childminder. This helps them feel safe and develop a genuine sense of belonging. Children benefit from a change of environment after a busy day at school and enjoy the comfort of the childminder's welcoming home. They relax in ways that suit them best and choose activities to help them unwind, such as playing a board game. Children thrive socially when they spend time out of school with their friends, where they can chat, play and strengthen their relationships. This encourages children to develop caring and supportive attitudes towards each other. School-age children follow their interests and freely explore a range of age-appropriate activities that the childminder makes accessible in her playroom. They are confident and independent. Children enjoy making things with art and craft materials, and they practise their writing skills. The childminder supports children's interest in writing by offering

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

meaningful activities, such as helping them write letters to Santa at Christmas. This successfully helps support children's literacy skills and achievements at school. Children express their excitement about their current school topic on space. They benefit from the childminder researching pictures of spacecrafts and encouraging them to physically add new details to their models. This helps expand children's ideas and imaginations and enhance their artwork further. The childminder provides a wide range of books to help children develop their knowledge about the world around them to enhance their learning and expand on their growing interests.

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

Children with special educational needs and/or disabilities appreciate the predictability of regular routines. This helps them feel emotionally secure. The childminder talks about what will happen next, which helps reduce any anxieties the children may have and assists them in managing the various transitions throughout the day.

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Next steps

The childminder should strengthen partnership working with other professionals to further enhance the support for children with special educational needs and/or disabilities. The childminder should empower older children to develop negotiation skills and guide them to problem-solve and resolve conflicts collaboratively.

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About this inspection

The inspector spoke with the childminder during the inspection. The childminder offers out- of-school day care.

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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 inspection

There were no early years children present or school-age children between 4 years and 8 years old at the time of this inspection. The findings in this report are based on evidence gathered from discussions with the childminder and an inspection of the premises, equipment and any relevant documentation.

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About this inspection

Inspectors grade the standards, except for curriculum and teaching, and achievement, as there is no reliable evidence through which to assess these evaluation areas.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:30

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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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