Childminder

Childminder

Unique reference number (URN): EY252764 Registered with Ofsted: 05/02/2003 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 progress extremely well from their starting points. They show good physical skills and coordination. For example, they confidently negotiate space as they use scooters with skill. Children have immense fun confidently counting backwards as they launch rockets in the garden with skill, using their feet. Children actively join in singing familiar songs with gusto. They follow simple instructions as they complete actions and movements to the song. This promotes their communication and language skills well. Children learn early mathematical skills and positional language as they routinely count and discuss shape and size during play. They are enthusiastic and keen to learn and try new experiences. Children persevere and demonstrate determination in completing tasks. They develop their personal, social, and emotional skills well. They participate fully in daily routines and attend outings to children's groups at a local library to socialise with other children.

p.2

Achievement Expected standard

Children are steadily developing their independent learning skills as they choose the toys they want to play with. This helps them to develop a positive attitude to learning and prepares them for the next stage in their learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for all children in her care. She is a nurturing and reassuring role model. The childminder promotes a warm, happy, and respectful environment. She demonstrates a genuine kindness and compassion toward the children in her care. Children have formed close and affectionate bonds with her and relish the praise and reassurance they receive for their efforts.

p.2

Behaviour, attitudes and establishing routines Expected standard

Consistent, familiar routines in place provide children with a real sense of security. Children understand the expectations for behaviour. The childminder is a good role model, and overall behaviour is positive. Children make friendships with others attending. The childminder effectively supports children's emotional wellbeing. She is calm and gives children time and space to self-regulate. However, children have fewer opportunities to engage in purposeful, planned activities that help them learn about their feelings and emotions. This means children are not always aware the impact that some behaviour has on others, and how it may make them feel. For example, when learning to take turns and sharing resources.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder is mindful of individual family needs and is accommodating and flexible to support them. She positively promotes punctuality and attendance. This ensures children are fully involved, ready to learn, and settle quickly.

p.2

Children's welfare and wellbeing Expected standard

The childminder has created a warm, safe, and welcoming environment. All children are settled. They are happy and fully engaged and have formed close, trusting relationships with the childminder. Children confidently seek reassurance from the childminder and demonstrate secure attachments. This contributes to children's emotional wellbeing. The childminder knows the children extremely well and recognises their feelings, for example, when they become frustrated or when learning to take turns. That said, there are fewer focused opportunities within the curriculum for children to learn about and recognise their emotions.

p.2

Children's welfare and wellbeing Expected standard

The childminder enhances her curriculum by providing children with learning experiences outside the home. For instance, she takes children to the local heathland, library, and toddler groups. The childminder supports children in understanding how to keep themselves safe when outdoors. These experiences enable children to make progress, build confidence in their social skills, and learn about the world they live in.

p.3

Children's welfare and wellbeing Expected standard

The childminder promotes children's awareness of healthy diets and lifestyles. She teaches them the importance of eating healthily through regular, planned cooking activities. Children also learn the importance of brushing teeth through activities and stories. The childminder shares information about oral hygiene and healthy eating habits with parents. Familiar routines in place help children understand the childminder's expectations and creates a sense of security. The gentle childminder is highly attentive and respectful, ensuring that children's privacy and dignity are always maintained during personal care routines.

p.3

Curriculum and teaching Expected standard

The broad curriculum is designed around children's interests and builds on what they already know and can do, effectively supporting their progress. It reflects the childminder's priority of supporting children's personal, social, and emotional development and communication. The childminder is skilful in her interactions with children. She is also aware of the importance of giving children time to play and discover for themselves, while offering subtle support to help them problem-solve independently.

p.3

Curriculum and teaching Expected standard

The childminder engages children in conversations throughout the day. She encourages children to have a love of books and promotes lots of stories and singing. Children sit comfortably and happily concentrate and participate in interactive stories, using props to keep their attention. The childminder encourages children to predict what might happen next in the story. Animated conversations take place, which help children express their views, develop early language skills, and build confidence speaking in groups. Children practise their mathematical knowledge in their play. For example, they scoop sand and compare what is heavy and light using scales.

p.3

Curriculum and teaching Expected standard

The childminder uses assessment appropriately to identify what children need to learn next. The childminder recognises the importance of adapting the curriculum and teaching for children of different ages, including when supporting children with special educational needs and/or disabilities, as she has in the past. Early intervention is sought to swiftly identify any barriers to learning. This means all children make swift progress from their starting points.

p.3

Inclusion Expected standard

The childminder works hard to ensure robust information is gathered when children first attend. This means she has accurate information on how to support children in her care and swiftly seek early intervention if barriers to learning are identified. The childminder continuously engages with families and other professionals to shape all children's learning experiences. She provides children with an inclusive setting where they can confidently access resources and initiate their own play. The childminder accurately identifies children's individual needs through her robust assessments and regularly monitors and reviews children's progress. This means she can effectively support children's individual needs and ensures that children's gaps in their learning and development are closed quickly. The childminder understands children's life experiences and supports children and families extremely well. Through effective procedures in place and partnership working, the

p.3

Inclusion Expected standard

childminder typically reduces barriers to children's learning and supports their development. Any additional funding children receive has in the past been used to provide additional resources.

p.4

Leadership and governance Expected standard

The childminder is very experienced and knowledgeable about child development and how to provide high-quality learning opportunities that support children's development and progress. She evaluates her practice and has a culture of self-reflection to ensure she effectively supports children in her care. The childminder is committed to continuous improvement. This includes accessing a range of training and professional development opportunities to help improve outcomes for children.

p.4

Leadership and governance Expected standard

The childminder consistently provides a reliable, nurturing, and homely environment. She values and actively encourages positive partnerships with parents. The childminder ensures parents are fully informed about their children's day and development. Communication and supporting the whole family is significant strength of the setting. Parents speak highly of the childminder, her support, reliability, and how their children thrive in her care.

p.4

Leadership and governance Expected standard

The childminder fully understands the importance of regular attendance. She has procedures in place to promptly follow up on any absences to ensure children's welfare. The childminder establishes professional working relationships with local schools and other early years settings that children may attend to ensure continuity. She places a strong focus on supporting children to learn the skills and communication needed to be successful lifelong learners. This means children are fully prepared and confident as they move on to the next stage in their education.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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 ensures children are warmly welcomed and provides a home-from-home setting. She ensures children feel safe, secure, and are confident in her care. The childminder is very calm and attentive. Children have formed close, trusting bonds with the nurturing childminder. Children have space to store their personal belongings and hang coats, which creates a real sense of belonging. The childminder knows the children well and responds sensitively to their individual needs, ensuring they are settled, happy, and ready to learn. Children confidently select resources and settle quickly into their chosen activity. They

p.5

About this setting

Unique reference number (URN): EY252764 share their ideas with the childminder, who is skilful in her interactions with them. Children make friendships with others attending, and there is a calm and respectful atmosphere.

p.6

About this setting

The childminder understands the importance of regular attendance and consistent routines. She encourages parents to ensure their children attend to build consistent habits, maintain continuity in their development, and benefit fully from the learning opportunities provided both at home and on outings. Children enjoy a broad range of play experiences that positively support development across all areas of learning. The childminder models language well. She encourages conversation, allows children ample time to respond and process new information, and extends children's vocabulary by introducing new words. Children engage in purposeful play; for example, they role-play running a shop and create written shopping lists. They talk about their real-life shopping experiences, make connections, and develop their communication skills.

p.6

About this setting

The childminder encourages healthy and active lifestyles. This is woven into daily routines, helping children to build independence and confidence in caring for themselves. They confidently dress themselves in preparation for outdoor play. Children understand the importance of good hygiene and confidently wash their hands before eating and after using the bathroom.

p.6

Next steps

The childminder should include more focused activities within the curriculum to support children's understanding of emotions to enable them to express how they feel.

p.6

About this inspection

The inspector spoke with the childminder and the children during the inspection.

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. Type: Childminder

p.6

About this inspection

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

p.7

Facts and figures used on inspection

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

p.7

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.8

Urgent improvement

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

p.8

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.8

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.8

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 .

p.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8