Childminder

Childminder

Unique reference number (URN): EY387821 Registered with Ofsted: 02/03/2009 Registers: EYR, CCR

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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. As they grow and develop, they build on their existing skills, and prepare for their next steps in learning. Younger children are curious and engage happily in their chosen play. They develop communication and language skills and are increasingly able to express their wants and needs. Older children have secure language skills and are confident communicators. They enjoy talking about their play and learning, recalling previous experiences, and speaking with pride about what they particularly enjoy.

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Achievement Expected standard

Children develop early independence skills and are confident in exploring and engaging with the environment. They make positive choices in their play and enjoy sharing their joy and excitement with their friends. Children are kind and show great care towards each other. Children who experience barriers to learning make steady progress, engage with and focus on their play and learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created a calm and nurturing environment, where children know and understand the established routines. She works with families and children to prioritise attendance, supporting children's learning, development and emotional security. Predictable routines and expectations help children engage in play and learning, build their confidence and develop their independence skills. Children typically make positive choices and develop their skills in turn-taking and showing care towards their friends.

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Behaviour, attitudes and establishing routines Expected standard

Children respond positively to the high expectations the childminder has of their behaviour and attitudes to learning. These expectations are appropriate and adapted to the age and stage of the children attending. Children show respect for their friends, the childminder and the environment. They are calm and confident in their play and show consideration for others. The childminder provides clear boundaries that help children understand what to expect and how to engage and focus on purposeful play and learning. When children need support, the childminder responds sensitively, helping them to manage their emotions and encouraging positive interactions.

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Children's welfare and wellbeing Expected standard

The childminder has developed effective care practices and routines that meet the individual needs of all children. She works closely with parents and carers to gather information about home routines. She considers and maintains these to help children feel emotionally secure and settled in her care.

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Children's welfare and wellbeing Expected standard

The childminder establishes routines that help children know what to expect and when. She adapts these routines to remove any barriers to learning, ensuring all children have the opportunities and experiences they need to make steady progress. Children's care routines are carried out calmly and attentively. Nappy-changing times are used as opportunities for children to engage and talk with the childminder, as she explains what she is doing and why. This supports respectful and trusting relationships and strengthens the bonds between children and the childminder.

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Children's welfare and wellbeing Expected standard

Children begin to develop an early understanding of personal safety through routines. They learn about physical development and making healthy choices during snack times, ensuring they receive balanced and nutritious options. The childminder supports children's wellbeing by recognising changes in behaviour, mood or home routines, and responds sensitively and with care to ensure children feel safe and settled.

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Curriculum and teaching Expected standard

The childminder has a clear and generally ambitious curriculum that is designed to meet the varying needs of children. She adapts the teaching environment and her interactions with children to support them to engage in their learning and develop their skills. She knows each child well and understands what they need to learn next. She identifies current interests and skills and ensures that children have secured the foundational skills before offering new learning that builds on what they already know and can do. The curriculum supports all areas of learning and they make appropriate progress.

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Curriculum and teaching Expected standard

Children have many opportunities to develop their mathematical skills. They learn about size, shape, colour and number. They talk with enthusiasm as they describe shapes to create and make their own models using blocks. The childminder has developed her practice to balance her teaching with children's independent play. They have opportunities to lead their own play and learning. She offers language and questions that support children's thinking skills and communication and language development.

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Curriculum and teaching Expected standard

The childminder has a typically secure understanding of child development and what children need to prepare them for their next steps in learning. She recognises areas for improvement and how she can further develop her knowledge of early years to greater support children's needs. She models play and language and is mindful of the individual needs and abilities of each child.

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Inclusion Expected standard

The childminder identifies children's individual needs, when they start. She uses observation and assessment well to review children's starting points, and develops her curriculum to support their next steps in learning. She holds regular discussions with families to identify learning needs and any gaps. The childminder shares information appropriately and provides targeted support to ensure children receive the teaching and learning opportunities they need to make steady progress. The childminder reflects on and evaluates information and progress to ensure she remains updated on changes to children's needs. This helps her to remove barriers to children's learning and development. She is sensitive and responsive to the varying needs of children, ensuring she meets their individual care and learning needs.

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Inclusion Expected standard

The childminder uses additional funding effectively to provide children with life experiences and engage them in a wide range of learning opportunities. The childminder has established positive professional relationships with other providers and agencies. They work in partnership to support children's learning and development. These close relationships enable information sharing and a consistent approach to teaching and learning, helping children to make typical ongoing progress.

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Leadership and governance Expected standard

The childminder shows an appropriate understanding of her strengths and areas for improvement. She reflects on her practice and evaluates her knowledge and skills. She completes mandatory training that supports her practice. She recognises that further and ongoing training is necessary to develop her understanding of a range of different teaching and learning styles that would further enhance her practice. This will enhance the support and skills in helping children to make ongoing progress more effectively

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Leadership and governance Expected standard

The childminder develops and maintains respectful and positive relationships with other professionals. These relationships establish a targeted approach to children's learning and development. She shares information with other settings and with parents and carers to help children to make ongoing progress. The childminder forms trusting partnerships with parents and values two-way communication. Information is shared daily through discussions and messages, ensuring a high level of continuity between home and the setting. These interactions clearly promote positive outcomes for children.

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Leadership and governance Expected standard

The childminder's detailed knowledge of children and their families supports her to provide effective care and support during transitions. She puts the needs of the children first, ensuring their sense of security and emotional development.

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

Children are happy and settled in this warm and welcoming environment. They show a secure sense of belonging, and the care and nurture the childminder provides helps them feel emotionally secure. The childminder responds to the individual and varying needs and ages and stages of the children attending. She adapts the teaching environment, and her approach, to ensure each child receives the care and education they need.

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

The childminder builds positive and meaningful relationships with children, helping them develop high levels of self-esteem and a sense of what makes them unique. Children know and understand the routines of each day, which helps them know what is happening, and what to expect. They respond well to these established routines and independently initiate parts of them. Children learn about developing healthy lifestyles through managing personal care routines and enjoying healthy and nutritious meals. Children play together well and share ideas, explaining how they use resources to create their own models and structures. Children are confident and curious, with wonderful communication and language skills. They listen with purpose to each other. The childminder models conversations and offers the time children need to listen and respond.

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

Children enjoy regular outings in the local community, where they learn about the world around them. They enjoy visits to local groups, where they build new friendships and explore a wide range of opportunities to be physically active. The childminder teaches children about road safety and reinforces this on every outing. As a result, children confidently explain how they ensure they are safe when out walking. The childminder nurtures children to develop relationships with elderly residents, who enjoy reading and sharing books with them when they visit the local book corner. Children are kind and show great care towards others.

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Next steps

The childminder should continue to access training to further develop her knowledge and skills to remain up to date with changes in early years provision.

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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 : 07:45 - 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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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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