Childminder

Childminder

Unique reference number (URN): 2749699 Registered with Ofsted: 06/10/2023 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 suitable progress from their starting points. They develop age-appropriate knowledge and skills across the areas of learning through a range of everyday experiences and play opportunities. Children develop their communication and language skills. They discuss their play and learn new vocabulary during activities and daily routines. This helps children learn and use new words. Children become increasingly confident in expressing themselves.

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Achievement Expected standard

Children also develop important personal, social and physical skills. Older children show care for younger children during play. Children develop their coordination and independence. For example, older children successfully fasten buttons while dressing dolls after watching how it is done. This shows their growing confidence and control. Children develop the skills they need for the next stage in their learning. However, they do not always build further on their ideas during play. This means they sometimes do not deepen their language and thinking skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and welcoming environment, where children feel secure and valued. Warm and positive relationships help children settle quickly and feel confident in their surroundings. Children are relaxed and happy. Their laughter during their play shows that they feel safe and enjoy their time in the setting.

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Behaviour, attitudes and establishing routines Expected standard

Children play cooperatively and generally get along well with one another. The childminder has clear expectations for behaviours that are appropriate for children's ages and stages of development. She models kindness and respect and encourages children to treat each other in the same way. Older children show care towards younger children and include them in their play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder helps children develop positive attitudes to their learning. She encourages them to listen, follow simple instructions and remain engaged in activities. Children respond well to praise and encouragement, which reinforces positive behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works in partnership with parents and carers to establish routines. This supports children's wellbeing and development. The childminder promotes the importance of regular attendance so that children can benefit from the experiences and learning opportunities provided.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's welfare and wellbeing through warm and responsive care. She knows children well and adapts routines to meet their individual needs. Children feel secure and build trusting relationships with the childminder. They move confidently around their environment. They approach the childminder for reassurance and support when needed. The childminder follows care routines that help children feel comfortable and safe. Younger children rest at nap times using suitable sleeping arrangements that provide a calm and familiar space. The childminder responds sensitively to children's needs. She supports them in identifying and expressing their feelings. Children develop emotional security and a deep sense of belonging in the childminder's home.

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Children's welfare and wellbeing Expected standard

Children have regular opportunities to be physically active indoors and outdoors. The childminder helps children develop healthy lifestyles. She encourages positive hygiene practices. The childminder helps children become increasingly independent in managing their personal needs. She sets clear boundaries. This helps children understand expectations.

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Children's welfare and wellbeing Expected standard

The childminder provides healthy food and drinks and promotes positive habits during mealtimes. She also teaches children how to keep themselves safe through everyday discussions and routines. These practices support children's welfare and wellbeing effectively.

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Curriculum and teaching Expected standard

The childminder clearly understands what she wants children to learn. She aims to help children become confident individuals and develop the everyday skills they need for their next stage. Her curriculum focuses on helping children develop confidence and independence, as well as the key skills they need for future learning.

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Curriculum and teaching Expected standard

The childminder plans daily learning around children's interests and experiences. During play, she follows children's ideas. She uses these moments to extend children's thinking and language. For example, while preparing snacks, the childminder introduces new words, such as 'chop'. She repeats this word as children use simple tools and count pieces of food. This helps children, particularly the youngest, learn and begin to use new vocabulary. On occasion, the childminder does not consistently extend children's ideas or thinking during play. For example, when children introduce their ideas during an activity, they are not always developed further. This sometimes limits children's language development and thinking skills.

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Curriculum and teaching Expected standard

The childminder also supports children's independence and everyday life skills. For example, she encourages them to wash their hands and care for their belongings. The childminder uses ongoing observations and her knowledge of children's development to adapt activities. This helps build on what children already know and can do. It also aids children's confidence and helps them develop the skills they need as they move on in their learning.

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Inclusion Expected standard

The childminder promotes an inclusive culture. This ensures that all children and their families feel welcomed and valued. The childminder gathers detailed information from parents and carers when children start. She monitors children's development effectively through ongoing observation and regular communication with families. This helps her identify children's needs quickly, including any emerging needs, and respond appropriately. The childminder demonstrates a clear understanding of how to reduce potential barriers to children's learning and wellbeing. She adapts activities so that all children can participate. For example, the childminder skilfully uses visual timetables and flash cards. These support children's communication and understanding of daily routines. The childminder also explains how she would make further adjustments. For example, she would provide step-by-step visual prompts and adapt resources so that children with different physical or developmental

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Inclusion Expected standard

needs can access activities successfully.

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Inclusion Expected standard

The childminder demonstrates a secure understanding of inclusive practice. She recognises the importance of working with parents and external professionals when required. The childminder shares information about children's learning through an online journal. She values contributions from families. This includes cultural experiences that broaden children's understanding of the world. The childminder works effectively with families to support children's development and wellbeing. She accesses relevant training to support children with special educational needs and/or disabilities and has an appropriate understanding of the graduated approach, which informs her practice.

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Leadership and governance Expected standard

The childminder clearly understands the requirements of the early years foundation stage. She reflects regularly on her practice. This helps her maintain effective standards of education and care. The childminder understands the strengths of her provision and identifies areas she would like to develop further. This helps her continue improving outcomes for children.

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Leadership and governance Expected standard

The childminder demonstrates a commitment to developing her professional knowledge. She engages in professional development opportunities. The childminder uses what she learns to enhance children's experiences and support their learning and development. She also reflects on her daily practice to consider how activities and routines can best support children's needs. However, she does not always sharply identify how to extend children's learning during play to further improve outcomes.

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Leadership and governance Expected standard

The childminder works in close partnership with parents, carers and other professionals to support children's learning and wellbeing. She shares information with other early years settings that children attend. This helps ensure consistency in children's care and learning. The childminder recognises the importance of smooth transitions and uses this information to support children as they move on to new settings, including when they begin school. The childminder shows a commitment to acting in children's best interests. She supports positive outcomes for the children in her care.

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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 arrive happily and confidently settle into the welcoming environment. They enthusiastically share their favourite toys with the childminder and their peers and quickly engage in play. Children enjoy warm and responsive relationships with the childminder. They seek her out to share their ideas. The childminder joins their play in a supportive way, helping them feel secure and valued. Children play cooperatively and show consideration for one another. For example, older children demonstrate patience as they wait for their turn

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About this setting

Unique reference number (URN): 2749699 with popular resources. They are thoughtful towards their younger peers. These positive interactions help children develop early social skills and learn how to play alongside others.

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About this setting

Children enjoy a range of experiences that reflect their interests. They confidently choose resources and develop their imagination through activities such as role play. During play, children use scarves to play peekaboo. They laugh together as the childminder joins in with their game. Such moments support children's communication and strengthen their enjoyment of learning. Children also enjoy experiences beyond the home environment. The childminder regularly takes them on outings in the local community. This includes visits to nearby shops and other local places. Children show curiosity and excitement as they explore and talk about what they see.

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About this setting

Children develop independence in their play and daily experiences. They confidently explore the environment and select materials they wish to use. They also begin to understand familiar routines. For instance, during imaginative play, they talk through the steps involved in caring for their dolls, such as preparing a bath and finding the items they need. Children feel safe, develop positive relationships and enjoy their time at the setting. They engage well in play and learning opportunities. This supports their growing confidence, independence and social skills.

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Next steps

The childminder should consistently recognise and make the most of opportunities to further extend children's learning during their play and everyday activities.

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About this inspection

The inspector spoke with the childminder and parents and carers 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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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