Childminder

Childminder

Unique reference number (URN): EY401471 Registered with Ofsted: 04/12/2009 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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Achievement Expected standard

Children make steady progress from their starting points across all 7 learning areas. Children practise self-care through routines, such as feeding themselves. Children find their own shoes and coats and attempt to put them on themselves before going out into the garden. Children show willingness to try new experiences. They develop early mathematical understanding. They count using their fingers and begin to think about position, points and angles on a triangle. Children sort toy animals by classification, identifying whether they live on land, in the sea or both. The childminder supports all children, including children with special educational needs and/or disabilities, to make progress from their starting points.

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Achievement Expected standard

Children's communication and language skills, including children with delayed understanding and children who speak English as an additional language, are generally developing well. Typically, children build vocabulary and understanding through their interactions with the childminder and her assistants. In general, children are increasing their spoken language. The childminder adds narrative and singular descriptive words, such as 'gritty,'soft' and 'heavy'. However, they do not always extend the speech to develop the conversation or consider whether the children can follow instructions to continue to build on children's attention and listening skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a warm and positive environment. She sets clear expectations for behaviour. Children understand these expectations and respond well. They show kindness to their friends and play alongside each other calmly. Children cooperate and take turns during play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds respectful relationships with children. She treats them with care and consideration. For example, she asks children's permission before changing nappies or wiping their noses. This helps children feel respected and valued.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to collaborate and get along with others. They share resources and take turns. For example, children take turns holding the bubble machine and swinging it to create bubbles. They show patience and enjoyment as they wait for their turn.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands children's ages, stages of development and individual needs. She adapts her support to help children succeed. For example, younger children sometimes become frustrated when balancing on bikes. The childminder responds quickly with reassurance and guidance. This helps children persevere and build confidence.

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Behaviour, attitudes and establishing routines Expected standard

Children understand the daily routines of the setting. These routines help them feel secure and confident. The childminder promotes regular attendance and punctuality. She encourages parents to use their full funding entitlement, so children benefit from regular learning experiences.

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Children's welfare and wellbeing Expected standard

Children feel secure in the well-established daily routines. They understand what happens next and respond confidently. For example, after story time they move their chairs back to the table to prepare for lunch. These predictable routines support children's sense of security and wellbeing.

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Children's welfare and wellbeing Expected standard

Mealtimes are calm and sociable. Children sit together and enjoy nutritious home-cooked meals. They practise independence as they use child-sized spoons and forks. Even the youngest children attempt to feed themselves. Parents report that their children try a wide range of foods at the setting. This supports children's healthy eating habits. Children form secure and responsive relationships with the childminder and her assistants. These relationships help children feel safe, relaxed and emotionally supported. The childminder responds sensitively to children's individual needs. She adapts care routines to suit each child.

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Children's welfare and wellbeing Expected standard

Children learn to recognise and manage their emotions. The childminder offers reassurance and gentle guidance, when children feel unsettled. This helps them develop emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Children enjoy regular opportunities for physical activity. They visit the allotment and local parks. They ride balance bikes, explore sand play and chase bubbles in the garden. These experiences support children's physical development. Rest routines are well organised. Some children relax quietly while others sleep comfortably in their own cots.

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Curriculum and teaching Expected standard

Since the last inspection, the childminder has worked with the local authority to strengthen the curriculum. She reflects on practice and makes improvements where needed. She designs a purposeful curriculum and supports learning across all areas of development. The childminder prioritises children's personal, social and emotional development. She helps children feel safe, confident and ready to learn. She promotes children's physical development. Children enjoy playing in the garden. They jump, clap and balance while chasing bubbles. These activities build coordination and strength.

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Curriculum and teaching Expected standard

The childminder supports children's language development throughout the day. She models language and introduces new vocabulary during play. For example, children explore recycling and learn about protecting the environment. They observe frog spawn at the allotment and talk about the life cycles. Children enjoy listening to stories and singing songs together. This fosters a love of books and strengthens children's communication and language skills. On occasion, group story time is not always adapted well enough to keep all children fully engaged. As a result, some children do not benefit as much from the learning. The childminder recognises this and continues to develop strategies to support all children's engagement.

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Curriculum and teaching Expected standard

The childminder supports early mathematical understanding. For example, children count the shapes they cut from dough. They roll the dough and decide how much pressure to use. They try again if shapes break. This helps children develop resilience and problem-solving skills. The childminder knows children well. She uses regular assessment to understand what children know and can do. She uses this information to plan next steps in learning. Teaching is usually well matched to children's stages of development.

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Inclusion Expected standard

The childminder wants all children to do well and focuses on helping them learn, communicate and become independent. She quickly notices what each child needs and checks their development so she can plan the right support, helping children move forward in their learning. Typically, she breaks tasks into small steps and gives clear guidance, which helps children feel confident to try things for themselves. For example, she shows children how to put on their shoes so they become more independent. She talks with children during play and teaches new words, which strengthens their language skills. She learns about children's home lives and uses this to shape her care, helping children feel safe and understood.

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Inclusion Expected standard

The childminder attends training to improve her knowledge of speech and language development. She shares new strategies with her assistants. In general, they apply the same approaches so children are not confused and can learn more easily. Children who speak English as an additional language make steady progress. They use English confidently in the setting while maintaining their home language. The childminder recognises the value of bilingual development. The childminder monitors children's progress closely. She reviews the support regularly and adapts it when needed. She works with families and external professionals to support children's learning. She also helps parents access early years pupil premium funding when available. As a result, children become confident, independent and able to express their needs, and they feel included and supported in the setting.

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Leadership and governance Expected standard

Since the last inspection, the childminder has taken effective action to address all previous actions. She works closely with the local authority and completes relevant training. She reflects on her practice and makes improvements where needed. These actions strengthen the quality of teaching and care, which helps children learn more effectively. She is positive about the difference her actions make for children's learning and wellbeing. The childminder understands the strengths of the setting. She also recognises areas for development. She improves the curriculum and strengthens support for children's communication and language development so children develop steady speaking and listening skills. She identifies children who may have delays in learning. She works with families and other professionals to ensure children receive timely support, helping children catch up and make the progress they need to. The childminder makes decisions that support all children. This

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Leadership and governance Expected standard

includes children with special educational needs and/or disabilities and those who face barriers to learning. She adapts practice to ensure every child can take part, feel included and achieve well.

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Leadership and governance Expected standard

The childminder develops her assistants' skills through training and coaching. They complete training together and share ideas. This strengthens their knowledge and means they typically use the same approaches, which helps children feel safe and understand expectations. The childminder considers staff workload and wellbeing when organising responsibilities, which supports a calm and positive environment for children. The childminder builds strong partnerships with parents and other settings. She shares information when children move on so transitions are smooth and children feel confident in new environments. Parents receive regular updates about their child's learning and care, helping them support learning at home. Parent comment that their children try new foods, explore learning confidently and value the support the childminder provides when children are unwell or need extra guidance.

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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 happy and settled in the calm and welcoming environment. They quickly engage in activities. For example, they explore play dough with the childminder and assistants. They add plastic animals to extend their play. Children show curiosity as they count the stripes on a toy zebra. They compare the different sizes of animals. Children play cooperatively alongside their peers. They listen to each other and share ideas. In general, they sustain their play and show enjoyment in learning.

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

The childminder recognises that every child is unique. She considers children's starting points when planning next steps in learning. She quickly identifies children who may need extra support. She works closely with families and other professionals. This helps reduce barriers to learning. Children, including those with special educational needs and/or disabilities or those who face challenges, make steady progress.

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

Children learn alongside their friends and take part in all aspects of the setting. They build positive relationships with the childminder, her assistants and other children. The childminder values families' contributions and keeps them involved in children's learning.

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

Children explore the environment with confidence. They show increasing independence in their play. The childminder and assistants give frequent praise. This supports children's wellbeing and sense of achievement. Children remember previous learning. For example, they recall that animals, such as hammerhead sharks, orcas and great white sharks, live in the sea.

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

Children enjoy visits to the allotment. They grow vegetables and learn about composting. This helps them connect their learning to the real world. The childminder supports children's safety and wellbeing. She prepares beds for younger children, who arrive asleep. She checks sleeping children regularly.

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

The childminder promotes the importance of regular attendance. Children feel safe, valued and supported. They develop confidence, independence and important knowledge and skills. They are well prepared for their next stage in learning.

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Next steps

The childminder should develop strategies to help children engage fully in storytelling, differentiating activities to match their age and stages during group sessions. The childminder should consider how to develop active listening, alongside narrative and questioning skills.

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About this inspection

The inspector spoke with the childminder and her assistants during the inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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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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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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