Childminder

Childminder

Unique reference number (URN): EY422139 Registered with Ofsted: 04/02/2011 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

All children, including those with special educational needs and/or disabilities and those who may face other barriers to their learning, typically make progress from their starting points. They engage in activities that interest them, showing increasing confidence and concentration.

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Achievement Expected standard

Children strengthen their mathematical skills through their play. For example, they confidently count and compare sizes of objects as they engage in activities in the sand for long periods. Older children learn how to use weighing scales.

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Achievement Expected standard

Children learn self-care skills as they independently put their shoes on to go and play in the childminder's garden. They develop their physical skills as they run, jump and confidently use ride-on toys at speed. These experiences help children to build strength, coordination and confidence in their physical abilities. Children understand the importance of washing their hands before eating and are willing to try a range of healthy foods.

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Achievement Expected standard

Older children learn to be patient as they wait for the childminder to serve lunch. They develop a love for books as they sit and look at books independently, confidently turning pages. Younger children excitedly lift flaps in books and enthusiastically shout out the animals they find on each page. Children are well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a welcoming and secure home environment where children feel safe. She models calmness and speaks to children gently and respectfully. The childminder is attentive to each child and considers children's age, stage of development, and individual needs when supporting them to follow expectations in the routine. For example, she gives clear instructions for younger children to help them understand what is expected during tidy up time. Older children confidently put their shoes on to get ready to play outside.

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Behaviour, attitudes and establishing routines Expected standard

Children generally enjoy each other's company and play happily together. They ride push- along bikes up and down the garden together sharing smiles and laughter. Children form positive relationships and seek each other out to share experiences. For instance, while playing in the sand, they make moulds for visitors, the childminder and their friends, showing kindness and consideration for others. Children of different abilities and ages play happily alongside each other with increasing confidence.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of promoting regular and punctual attendance to enable children to benefit fully from the learning opportunities she provides.

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Behaviour, attitudes and establishing routines Expected standard

The childminder's expectations for children's behaviour are not yet consistently high. Children are learning to share and take turns but this is not always successful and children become frustrated. The childminder generally teaches the children the difference between right and wrong and steps in to solve minor disputes and disagreements. Her strategies are not yet consistently embedded to a high standard, and at times, children are not learning to fully manage their own behaviour.

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Children's welfare and wellbeing Expected standard

Children form warm and secure attachments with the childminder, who meets their emotional needs effectively. The childminder communicates daily with parents to understand children's wellbeing, including how they have slept or any changes in routine. This helps the childminder respond sensitively to children's individual needs, particularly when they are unable to express these themselves. When children become frustrated in play, the childminder models calm responses and supports them to recognise and talk about their emotions. She offers reassurance and a safe space when needed. During role play with dolls, children use language related to feelings and explain why the dolls might feel particular emotion. The relaxed and nurturing environment helps children feel safe and emotionally secure.

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Children's welfare and wellbeing Expected standard

Children benefit from opportunities to play in the fresh air and develop their physical skills. They follow good hygiene practice, such as washing their hands before meals. The childminder teaches children to remain seated while eating to help keep themselves safe. She provides a range of fruits for children to try, supporting their understanding of healthy eating. Consistent routines for mealtimes and play provide children with a sense of predictability and security.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that supports children's learning across all areas of development. She monitors children's progress closely and identifies their next steps in learning. The childminder knows the children well and plans activities that reflect their interests and developmental stages. During activities, she ensures that her teaching builds on what children already know and can do and takes account of children's differing starting points. The childminder models mathematical language and encourages children to explore. For example, children count and compare the sizes of objects while playing in the sand. This supports children develop their mathematical understanding and sustain their concentration.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language development through warm and responsive interactions. She models clear language and encourages children to talk about what they are doing during play. The childminder plans listening games where children listen to descriptions of characters from their favourite books. She asks children questions and introduces new words to support their developing vocabulary. Children join in discussions and begin to use longer sentences during their play. Consequently, children develop confidence in speaking and continue to extend their vocabulary.

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Curriculum and teaching Expected standard

The childminder places an emphasis on children's personal, social, emotional and physical development. She supports children to understand their emotions through play and discussion. Children have regular opportunities to develop their physical skills through appropriate resources at home and visits to local parks and soft play settings.

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Inclusion Expected standard

The childminder welcomes all children, including those with special educational needs and/or disabilities. She monitors children's progress closely through regular observations and shares these with parents. This helps her identify any gaps in learning and plan targeted activities to support children to make progress. The childminder ensures that the environment and planned experiences are accessible to all children. She adapts her interactions and teaching so that children with disabilities can participate fully in activities.

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Inclusion Expected standard

The childminder works effectively with parents. She offers flexible settling in sessions to help children and families feel safe and secure when starting at the setting. The childminder gathers detailed information from parents about children's individual needs, such as starting points, dietary requirements, and interests. This helps her plan appropriately so that children feel welcomed and included from the outset.

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Inclusion Expected standard

Children regularly access the local community. For example, they attend local groups where they socialise with others and become aware of different people in their community. These experiences support children's developing understanding of inclusion and diversity.

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Inclusion Expected standard

The childminder has a secure understanding of how additional funding, such as the early years pupil premium, could be used to reduce barriers to learning and meet children's needs. She seeks relevant training to strengthen her knowledge and feels confident to support children with additional needs.

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Leadership and governance Expected standard

The childminder evaluates the effectiveness of her provision. She identifies some areas for improvement, such as gaps in areas of learning in her curriculum. She acts swiftly and plans activities to support children's knowledge and skill in these areas, such as understanding the world. The childminder has not yet identified weaknesses in her teaching and sometimes children are not fully supported to manage their own behaviours.

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Leadership and governance Expected standard

The childminder works closely with parents and communicates effectively to ensure that all children receive help and support to reduce barriers to their learning. She maintains accurate learning records and uses her knowledge of children's development to identify next steps. She shares these with parents so they are well informed of their child's learning journey and can continue their learning at home. Parents report they have seen children make progress from their starting points since attending the childminder's house.

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Leadership and governance Expected standard

The childminder regularly meets other childminders in the community and engages in professional discussions to reflect on her work. This supports her overall wellbeing. She engages in professional development which is typically suited to the children attending the setting. She keeps herself up to date with regular updates and makes the necessary changes. For example, she ensures that children are safe while eating and sleeping.

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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

The childminder provides an environment that is warm and welcoming. Children are confident in the childminder's home. They choose toys that interest them and develop their own play ideas as they access equipment stored at their level for safe and easy access. For example, young children use their imagination as they care for dolls and pretend to feed them. Children enjoy playing together in the garden, they follow each other on ride-on toys and giggle as they go faster. When younger children find balancing difficult, they show great determination and keep trying. Children initiate their own games together of hide and seek and take it in turns to hide. At times, some children need support to share resources and understand the impact this has on others. Children make appropriate progress from their starting points.

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

Children enjoy their learning. The childminder provides activities that follow children's interests and stages of development. Children are excited to find gems hidden in the sand and place the gems in the same colour test tubes. As they fill them to the top, they use their mathematical knowledge to tell the childminder that the test tube is full. The childminder extends their learning by adding weighing scales for children to compare weights. Overall, the childminder implements a curriculum that helps children to build on their knowledge and skills across all areas of learning. The childminder confidently makes reasonable adjustments to support children with special educational needs and/or disabilities to ensure they are included in the activities provided and can follow the routine of the day. She promotes regular attendance well.

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

Children help tidy away toys when there is a change in routine, they show pride as they clap and say, 'I did it'. The childminder provides children with choice through daily routines, supporting their autonomy. Older children confidently ask the childminder when they would like to go outside and independently get their own shoes on ready to play in the garden. Children benefit from real life experiences in the local community. The childminder takes them to the local shop to choose their healthy snack. They attend local groups with other childminders and their minded children. This helps children to develop their self-confidence and social skills in preparation for school. Parents comment that their children have developed great social skills and confidence since attending the childminder's house.

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Next steps

The childminder should ensure that children consistently receive clear explanations to help them understand what is expected of them and why, so that all children feel confident and supported in managing their own behaviour. The childminder should further develop professional learning that is matched to improvement priorities, particularly in managing children's behaviour.

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About this inspection

The inspector spoke with the childminder 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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About this setting

Local authority: Nottinghamshire County Council

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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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