Childminder

Childminder

Unique reference number (URN): 2734667 Registered with Ofsted: 28/09/2023 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

All children, including those who may face barriers to their learning, make steady and secure progress through a well-sequenced curriculum. It builds on their individual starting points across all 7 areas of learning. Children demonstrate a willingness to learn and are inquisitive. Children learn valuable communication skills through listening to stories, singing and engaging in meaningful conversations. For example, children demonstrate secure mathematical knowledge, such as recognising that a square has four equal sides.

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Achievement Expected standard

Children have access to a range of books and develop a love of reading from an early age. They enjoy shared reading experiences outdoors, such as listening to 'The Hungry Caterpillar' before taking part in a bug hunt. These opportunities deepen their understanding of the world around them. For example, children learn that bees collect pollen and use it to make honey. These experiences support children's knowledge, curiosity and enjoyment of learning which helps to prepare them for their next stage in education. However, at times, during spontaneous play, some activities do not fully build on what children already know and can do. On these occasions learning is not always as clearly defined as it could be.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a calm, nurturing and positive environment where children feel safe and secure. Children build secure attachments with the childminder and establish caring friendships with each other. They behave well and show kindness and respect towards one another. The childminder supports children well as they learn to share and take turns. For example, children wait patiently while others find the missing pieces for puzzles, helping them to understand how to work together.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She models these expectations well and helps children understand what is required of them. Daily routines successfully promote children's growing independence and confidence. For instance, children know they are expected to tidy away toys when they have finished playing. At times, however, these expectations are not promoted consistently, which can lead to mixed messages. On occasion, this limits opportunities for children to further develop their independence.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is flexible and works well with parents to overcome any potential barriers to children's attendance. She is dedicated to ensuring that children access their full entitlement. This helps to build good foundations for their ongoing development.

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Children's welfare and wellbeing Expected standard

Children form strong, secure and positive relationships that underpin their emotional security and growing confidence. These attachments help children feel comfortable seeking the childminders reassurance and support. The childminder actively encourages children to understand their emotions and gives them the confidence to express how they feel. For example, during music activities, children link different sounds to their own emotions, saying that certain sounds make them feel calm. This helps children build emotional awareness and develop the language they need to communicate their feelings. The childminder recognises children's individual needs and responds sensitively. For instance, when children say they are tired, she encourages them to rest.

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Children's welfare and wellbeing Expected standard

Children learn healthy eating habits through activities. For example, they explore the differences between fruits and vegetables by completing sorting puzzles. During mealtimes, the childminder and children engage in open discussions about foods that are good for them and give them energy. This encourages children to think critically about what they eat and to build positive attitudes toward nutritious foods. Children learn how to keep themselves safe. For example, before playing in the garden, they take part in simple outdoor risk assessments. This encourages children to look for potential hazards. As they make decisions about safe ways to play, children build confidence, resilience, and a growing sense of responsibility for their own safety.

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Curriculum and teaching Expected standard

The childminder has created an ambitious curriculum, which helps children to sequence their learning and make effective progress in their development. She explores possible barriers to children's learning and reflects on how she can meet the needs of all children, including those who may face disadvantage. The curriculum is ambitious and designed to ensure that all children can make meaningful progress and be ready for their next stage in learning.

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Curriculum and teaching Expected standard

The childminder explains how she would adapt the curriculum for older and younger children, or for children with special educational needs and/or disabilities. Her focus is on getting children ready for the next stages of their education. The childminder uses ongoing assessments to ensure all children continue to make good progress. She identifies where she needs to make adaptations based on children's individual needs. The childminder carefully adapts her teaching in accordance with the children's next steps. She supports learning across all areas of development through purposeful, engaging activities. For example, children are encouraged to balance the animals on the seesaw. This helps children to explore early mathematical ideas. The childminder places emphasis on supporting children's communication and language. She introduces children to a range of new vocabulary during activities. For example, children learn a group of cows is called a

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Curriculum and teaching Expected standard

'herd'. However, during some child initiated play, the links between activities and children's next steps are not always as clearly identified. At these times, opportunities for children to extend their learning even further are not fully maximised.

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Curriculum and teaching Expected standard

The childminder promotes positive social interactions and provides a range of physical opportunities. She encourages children to play cooperatively, take turns and share. For example, children take turns describing themselves while drawing portraits of one another. This supports the development of their social skills, helps them build respectful relationships and also strengthens their mark making skills.

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Inclusion Expected standard

The childminder demonstrates a secure understanding of children's individual needs. She works closely with families to help reduce any barriers to learning. The childminder makes thoughtful adaptations to promote inclusion and ensure that children feel valued. For example, she responds to children's interests and follows their lead during activities, helping them remain engaged and focused. Activities are planned with careful consideration of children's individual abilities, highlighting what they can do and building on their strengths. This approach supports children's confidence and helps them develop a positive sense of themselves. On occasion, during periods of free play, the childminder does not consistently identify how children's experiences link to their next steps. As a result, opportunities to extend learning further are limited.

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Inclusion Expected standard

The childminder works in partnership with parents and, where appropriate, other professionals to ensure that children receive the support they need to learn well and make positive progress. The childminder describes how any additional funding can be used to provide targeted support. For instance, she uses ongoing assessment effectively to identify gaps in children's learning and to access targeted training and resources. For instance, additional books and resources are purchased allowing children to take them home. This will ensure all children, including those with barrier to learning, receive appropriate support and are able to make strong progress.

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Inclusion Expected standard

Assessment systems are well established. The childminder monitors children's progress from their starting points and quickly identifies areas where further focus is needed. Regular communication with parents keeps them informed and enables them to continue children's learning at home. This collaborative approach helps the childminder plan effectively and provide tailored support for children and their families.

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Leadership and governance Expected standard

The childminder has a clear overview of her setting and is reflective when deciding how to provide an effective learning environment for all children. She continues to reflect on, and evaluate her setting to ensure that children have the very best experiences. She understands the strengths of the setting. The childminder promotes her homely environment and values her positive relationships with families.

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Leadership and governance Expected standard

The childminder maintains regular communication with parents to share children's ongoing learning and development. The childminder is swift to identify gaps in children's learning and takes concise action. She works closely with parents and other professionals to help them access additional support. These strong partnerships contribute to children's overall progress. All children, including those with any barriers to learning, make good progress from their individual starting points.

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Leadership and governance Expected standard

The childminder demonstrates a strong commitment to professional development and reflective practice. For example, she has recently completed training to support children's language development. Children's safety and well being are prioritised at all times. The childminder keeps up to date with all mandatory training, including safeguarding and paediatric first aid. This helps to ensure her knowledge remains current.

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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 settled, happy and well cared for in the friendly environment. They enjoy their time at the childminder's warm and welcoming home. Children are content and confident learners. They build trusting relationships with the childminder, who knows them well and responds to their needs with kindness and understanding. As a result, children settle quickly. Children feel valued and listened to. This helps all children to develop confidence and a clear sense of belonging.

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Inspector:

The childminder takes children on regular trips and outings, which broadens their experiences and strengthens their understanding of the world they live in. For example, children enjoy visiting local places of worship, which helps them learn about their community and different cultural traditions. The childminder effectively supports older children's communication and language development by encouraging them to recall and talk about past events. She uses questions such as 'do you remember when?', to help children retell their experiences and build their confidence in speaking.

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Inspector:

The childminder actively promotes positive attendance for all children, including those who may experience barriers to their learning and development. She recognises the importance of consistent routines and daily structure in supporting children's progress and overall wellbeing. However, at times, the childminder does not ensure that children follow what is expected of them. For example, children are not always encouraged to tidy away resources when they have finished. This results in the environment becoming cluttered with a range of materials.

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Inspector:

Partnerships with parents are effective. The childminder establishes strong and positive relationships with families before children start. She gathers detailed information to understand each child's needs, routines and stage of development. The childminder uses this information to plan appropriately and support children as they move on to their next stage of learning. That being said, during child led play the childminder does not always consider how activities link to children's intended next steps. On these occasions, activities do not consistently build on what children already know and can do.

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Next steps

The childminder should ensure routines and expectations are embedded to ensure children become increasingly independent. The childminder should clearly identify the learning intentions for each child during activities, ensuring that all experiences are purposeful and build on their individual progress.

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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. Jason Holmes

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 06:00

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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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