Childminder

Childminder

Unique reference number (URN): 2781996 Registered with Ofsted: 30/04/2024 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 progress from their individual starting points and develop the skills they need for their future learning. They build communication and language skills, with older children speaking confidently in clear sentences, expressing their ideas and engaging in conversations, while younger children begin to copy words and quickly respond to familiar instructions. Children delight in shared singing activities, joyfully popping bubbles, joining in with familiar songs, and using simple picture props to support number rhymes such as 'five little ducks', helping their enjoyment, attention and early mathematical understanding.

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Achievement Expected standard

Children who are exposed to more than one language show developing understanding and increasing use of words as they engage in play and interactions. All children, including those who may face barriers to learning, make progress as they gain confidence, develop social skills and learn to play alongside and with others. Children demonstrate growing independence, for example, when managing their personal needs, making choices and completing small tasks such as cutting their fruit at snack time. They show curiosity and a willingness to try new experiences, supporting their readiness for the next stage of learning, including school, as they develop the confidence, resilience and skills needed for future success.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and demonstrate positive attitudes to their learning. They understand clear and consistent expectations and respond appropriately to familiar routines, which helps them feel secure and confident within the setting. Children form warm and trusting relationships with the childminder, which supports their emotional wellbeing and encourages them to take part in their chosen activities.

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Behaviour, attitudes and establishing routines Expected standard

Children's voices are valued. For example, they choose which story they would like to listen to. Children play cooperatively, learning to share, take turns and show kindness towards one another. Older children act as positive role models, helping younger children and supporting them during play. Overall, children show increasing levels of concentration and perseverance, particularly when engaged in activities that interest them, although younger children frequently move between activities as part of their stage of development.

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Behaviour, attitudes and establishing routines Expected standard

Children are supported to understand their feelings and begin to manage their behaviour, for example, by expressing emotions and responding to gentle reminders. Children follow established routines confidently, such as tidying away resources, washing hands and preparing for snack time, which promotes independence and a sense of responsibility. Attendance is promoted effectively through close partnerships with parents and carers. Children arrive promptly and ready to participate, demonstrating enthusiasm for their experiences. Overall, children develop the social skills, confidence and positive attitudes that support their ongoing learning and development.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported effectively through secure, responsive relationships and consistent care practices that meet children's individual needs. Overall, the childminder demonstrates an understanding of each child's background, routines and developmental stage, enabling her to provide tailored support, particularly for younger children and those who may face barriers to their learning.

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Children's welfare and wellbeing Expected standard

Children attend regularly, which supports the development of secure routines and sense of stability. They form warm, trusting attachments and show confidence in seeking reassurance, which contributes positively to their sense of belonging and emotional security. The childminder is increasingly mindful of ensuring that she consistently reflects children's differing ages and stages, particularly during whole-group activities, so that all children are supported to remain engaged in meaningful play experiences.

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Children's welfare and wellbeing Expected standard

Children are encouraged to develop independence in managing personal needs, such as feeding and hygiene, and are supported to understand healthy lifestyles through discussions about food and physical activity. Children are supported to recognise and express their emotions, with strategies such as modelling language and discussing feelings. Established routines, including outdoor play, sleep, snack and lunch times, effectively promote children's wellbeing. Children particularly show positive attitudes to learning and exploring the outdoors. They engage well in activities, show curiosity and demonstrate increasing confidence.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of the curriculum and what she wants children to learn, with a particular focus on supporting children's communication and language. She plans a curriculum that is largely child-led, building on children's interests to promote engagement and enjoyment.

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Curriculum and teaching Expected standard

The childminder knows children well and uses observations and assessment to identify what they know and can do, using this information to plan next steps and support their ongoing development. She supports children's language development through consistent narration, modelling of vocabulary and engaging in conversations, helping to build children's confidence and communication skills. However, the childminder understands that further refinement of her teaching approach and high-quality questioning would enhance children's learning even more. Opportunities to develop early mathematical understanding are included through counting, problem solving and everyday routines such as snack time.

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Curriculum and teaching Expected standard

The childminder is aware of the importance of adapting teaching to meet the needs of all children, including those who may face barriers to learning, and makes appropriate adjustments to support inclusion. However, at times, whole group activities are lengthy and not always sharply matched to children's ages and stages of development, which can reduce engagement, particularly for younger children. The childminder recognises this and is beginning to reflect on how to strengthen the organisation of activities and further develop high-quality interactions to enhance children's outcomes.

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Inclusion Expected standard

Children benefit from an inclusive environment. The childminder has an appropriate understanding of how to identify potential barriers to learning, including emerging communication needs, developmental differences and emotional needs. She uses ongoing observations and assessment to monitor children's progress and identify any gaps in learning. She takes appropriate action to reduce these barriers through targeted support, adapting activities and using strategies such as modelling language, visual prompts and repetition to support understanding, particularly for children who are exposed to more than one language.

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Inclusion Expected standard

The childminder works closely with parents to share information about children's development and next steps and seeks advice from external professionals when needed to ensure children receive the right support. This collaborative approach helps to provide continuity in children's care and learning. Although there are currently no children attending with special educational needs and/or disabilities, the childminder demonstrates a secure understanding of how to support those who may need additional help and is committed to further developing her knowledge. All children make progress from their starting points. The childminder regularly reviews the impact of her support to ensure it is meeting children's needs effectively and adapts her practice accordingly to promote positive outcomes for all children.

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Leadership and governance Expected standard

The childminder demonstrates a clear commitment to continuous improvement. She has established a clear vision for her provision and reflects on strengths and areas for development, including the need to strengthen high-quality teaching. Since registration, she has engaged in a range of relevant professional development and continues to build on this by undertaking further targeted training and is particularly enthusiastic to further enhance her teaching strategies and curriculum delivery.

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Leadership and governance Expected standard

The childminder uses her knowledge about children and their families effectively. She understands her responsibilities to ensure that decisions are made in the best interests of all children, including those who may face barriers to learning, and takes appropriate action to support their development and wellbeing. She works closely with parents sharing information regularly to support consistency in children's care and learning.

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Leadership and governance Expected standard

Systems for monitoring children's progress are in place and used to identify emerging gaps. To further strengthen practice, the childminder recognises the need to focus more sharply on developing high-quality teaching and refining curriculum implementation, to further improve outcomes for all children.

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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 experience a warm, nurturing and inclusive environment where they feel safe, secure and valued. They arrive confidently, separate easily from their parents and demonstrate a sense of belonging, forming positive and trusting relationships with the childminder and their peers.

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

The childminder is aware of potential barriers to learning, such as emerging communication needs or differences in development, and takes appropriate action through targeted support, adaptation of activities and working in partnership with parents and external professionals where needed. Children attend regularly and settle quickly into the well-established routines. The childminder has a clear understanding of the importance of consistent attendance in supporting children's continuity of care, learning and development.

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

The childminder knows the children well and uses this knowledge to support their emotional wellbeing, communication and developing independence. Even the newest children arrive with enthusiasm. They are well settled and are eager to engage in their play, showing curiosity as they explore a range of accessible resources both indoors and outdoors. Children benefit from regular opportunities to develop their physical skills and understanding of the world through outings and outdoor play, which enriches their experiences beyond the setting.

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

Children develop important skills in communication and language as the childminder narrates their play, models vocabulary and encourages conversation. Older children demonstrate growing confidence, good manners and the ability to express their thoughts and feelings, while younger children begin to imitate words and actions.

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

Behaviour is positive. Children are learning to share, take turns and show kindness towards one another. They respond well to consistent routines, which supports their sense of security and understanding of expectations. Children make progress from their starting points, particularly in their independence, social development and early language skills, helping to prepare them for their next stage of learning. Overall, children enjoy their time at the setting, are developing necessary skills for future learning and flourish in a caring and supportive environment.

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Next steps

The childminder should review the length and organisation of whole-group activities to ensure they are consistently appropriate for children's ages and stages, so all children remain engaged and benefit from the intended learning. The childminder should focus more precisely on curriculum teaching and develop high- quality interactions to extend children's thinking and support their ongoing learning and development.

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About this inspection

The inspector spoke with the childminder and children and reviewed parent's feedback 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: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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

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 .

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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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