Childminder

Childminder

Unique reference number (URN): 2751043 Registered with Ofsted: 21/09/2023 Registers: EYR

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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 Needs attention

Children do not always have the chance to persevere with challenges or to revisit activities to perfect their skills further. They also do not develop their communication skills consistently, often resorting to using their behaviour to try and make their feelings or needs known.

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Achievement Needs attention

Children make progress in some areas and, at times, engage for suitable periods of time in an activity. They gain some skills they will need for the next stage of their education. They learn mathematical concepts. They enjoy counting and do so at every opportunity, showing their growing skills and doing well for their age. They learn colours and enjoy exploring these in different contexts. At times, children develop their coordination and larger muscles, using bikes and slides in the garden. They enjoy pouring water, squashing and moulding dough and effectively develop their hand strength in readiness for using tools and developing early writing as they get older.

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Behaviour, attitudes and establishing routines Needs attention

The childminder is inconsistent in reinforcing boundaries and rules within the setting. She is not always successful in helping children to understand why some behaviours are not acceptable. For example, when younger children climb on a low table, she often distracts them with another activity or picks them up to stop or change their behaviour without explaining why they should not do this. This does not support younger children's understanding of expected behaviour, help them learn why safety boundaries are in place and follow these actions independently in the future. The childminder provides children with periods of time for activities and quiet time to read stories and settle for their nap. However, she does not always help them engage in activities and encourage them to persevere with challenges, to foster positive attitudes to learning.

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Behaviour, attitudes and establishing routines Needs attention

The childminder does build positive relationships with the children, they enjoy her company and being in her home. She understands the importance of helping parents with children's punctuality and attendance, knowing that routines and education can help their learning and confidence. She establishes structured routines, helping ensure children get the opportunity to develop their skills in different ways. She gives them time to be active in the fresh air in her garden and on visits to local parks.

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Children's welfare and wellbeing Needs attention

The childminder is very kind and shows genuine interest and care for the children. However, due to weaknesses in her managing children's behaviour, children are sometimes excited and the childminder does not always help children to manage their emotions and the risks they encounter. She does make effective use of her home. She sets out activities and equipment well, maximising the space available. The childminder makes sure children are comfortable while playing outside with the water, ensuring they have dressed appropriately on a slightly colder day. This enables them to have continued periods outside, which young children enjoy and helps promote their physical wellbeing and health. At times, children develop their strength and coordination as they use the equipment.

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Children's welfare and wellbeing Needs attention

The childminder focuses carefully on children's care needs, prompt in her support for these. She teaches children healthy habits, ensures they stay hydrated and teaches them about brushing their teeth. She knows children well and picks up quickly on changes to their wellbeing, for example if they hungry or are getting tired. She promptly supports them, getting them their meal and reassuring them with cuddles to help them settle to sleep.

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Curriculum and teaching Needs attention

At times, the childminder does not give children time to develop their communication skills fully. She often offers them explanations but does not give them time to process the information, helping their understanding and cooperation effectively. She also does not model suitable words to consistently help young children to communicate what they want. Additionally, the childminder sometimes moves children on to something new too quickly, particularly if they become a little frustrated with a challenge. This means that children do not always engage for continued periods in activities to help them progress their skills consistently.

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Curriculum and teaching Needs attention

The childminder assesses children's development suitably and plans ways that she can support them. She creates her curriculum from this, outlining next steps in children's learning and activities she can provide to help them achieve these. For example, she sets up interesting ways for them to develop their handling and use of equipment, such as scoops and spades. Children have fun in the childminder's garden. They explore sand and water and play with the toy kitchen, developing their physical skills well. At times, she successfully helps them achieve their next steps. The childminder is attentive and stays by children, closely supporting them in different activities. She helps children to gain skills in mathematics. Children do well practising their counting and naming of numbers.

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Inclusion Needs attention

Weaknesses in the childminder's teaching and support of children mean that not all gaps in children's learning are closing effectively and children are not reaching their potential. The childminder does observe and assess children as they play and explore and outline any gaps in their development. She makes plans to help these gaps close but does not assess the impact of her teaching. She liaises regularly with parents, sharing information about any gaps in children's development. She works in partnership with them to make sure there is a shared and consistent approach for children across her provision and their home. She knows to be vigilant to children struggling to achieve and make progress, ensuring she gains help for children and families from outside professionals as needed.

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Inclusion Needs attention

The childminder is flexible in her outlook. She is mindful of children's individuality and changing circumstances at home and any ways this may affect them or create barriers to their learning and wellbeing. She offers reassurance and caring support for children and helpful flexibility for parents. She knows how to use additional funding to help supplement children's development and learning opportunities. She is inclusive in her outlook and her practice making sure children's differences are celebrated.

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Leadership and governance Needs attention

The childminder has not identified weaknesses in her teaching and has not increased her skills and knowledge appropriately to ensure she can progress children's development effectively across all areas of learning. She has some links with other professionals to help her gain some new ideas and keep up with changes to practice and legislation. She meets other childminders at groups occasionally and has had some contact with her local authority advisor. The childminder is dedicated to the children that attend. She thinks through the environment, giving over so much of her home to her childminding provision. She has kept up to date with mandatory training to ensure the safety of all children in her care and has in- depth knowledge of safeguarding arrangements.

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Leadership and governance Needs attention

The childminder has formed positive relationships with parents. She keeps parents well informed. She shares plenty of information with them about children's experiences and offers ideas to continue their learning at home. She knows her responsibilities to work with other professionals that are also involved with children.

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

The childminder's support for children's behaviour is inconsistent. She often moves children on from activities a little too quickly. This is usually to distract them if they become frustrated. She does not effectively help children manage their difficulties or emotions. This means that children lose focus and do not progress their skills as much as possible. Additionally, at other times she is not as successful in her support for children's communication. Sometimes, she does not offer children time to think and process her explanations and understand her discussion. She also does not teach them suitable ways to communicate what they want, minimising their frustrations. The childminder at times encourages their independence, leaving some small tasks of their self-care for them to manage, such as pushing in the last buckle or getting their boots on. However, when they encounter difficulties and become a little frustrated the childminder helps them too quickly or moves

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

them on to another activity rather than encouraging them to persevere.

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

The childminder is very welcoming to children and families and has a warm nurturing manner. She is caring and kind and enjoys children's company. She builds close beneficial relationships with them and ensures that she keeps them safe. They develop a sense of

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Inspector:

belonging to her provision and show they are happy there. The childminder provides activities for children that are suitable for their ages and that, at times, motivate and interest children well. Children enjoy building with blocks, connecting these and choosing pieces that fit together. They begin to show their curiosity and growing confidence. Children count and the childminder picks up on this and helps them with the next numbers in the sequence, extending their skills appropriately. She offers some useful language for children at times; they are interested to learn colour names. They listen attentively to stories, cuddling in and enjoying some quiet time.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

help children understand behaviour expectations effectively, learn how to manage their frustrations and follow boundaries in place for their safety 04/05/2026

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Action Completion Date

improve interactions with children to develop their communication skills further 04/05/2026

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Action Completion Date

give children more time to explore activities, adjusting teaching appropriately to help children concentrate and keep on trying if they encounter difficulties 04/05/2026

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Action Completion Date

increase training and develop appropriate skills and knowledge to provide a higher quality early years provision and improve outcomes for children 25/05/2026

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About this inspection

The inspector spoke with the childminder and children during the inspection and considered parents' written views.

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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. Rachel Parker

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 07:30 - 16:00

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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

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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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