Childminder

Childminder

Unique reference number (URN): EY294657 Registered with Ofsted: 13/10/2004 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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Curriculum and teaching Strong standard

The childminder creates an ambitious and consistently adapted curriculum that provides high-quality experiences for all children, including those with special educational needs and/or disabilities (SEND). She takes children to her allotment, which captures their interest in worms, and uses this as a hook to extend their learning. For example, she reads the story of 'Superworm' with children. When children talk about worms, the childminder builds on their simple sentences by adding descriptive language, such as 'long'. Consequently, children's language and vocabulary develop well.

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Curriculum and teaching Strong standard

The childminder strategically weaves learning experiences into children's play to support their learning. Her interactions are highly effective in supporting children who are reluctant readers, placing a focus on storytelling and fostering a love of books. When children choose rainbow rice play, she enhances the activity by adding fairies and introducing storytelling. Children become deeply engaged, using their imaginations to add ideas, such as where the fairy is hiding. This approach has a positive impact, particularly for children with SEND, who find it more difficult to sit for story time.

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Curriculum and teaching Strong standard

The childminder carefully sequences the mathematics curriculum. She plans purposeful activities to develop children's spatial reasoning, including recognising patterns and identifying similarities and differences. The childminder uses effective teaching methods to help children to complete puzzles that gradually increase in difficulty. Children progress from simple 2-piece puzzles to more complex 8-piece puzzles. The childminder also supports children to practise social skills, such as taking turns with others. She praises children's efforts and perseverance, helping them to develop hand–eye coordination and build resilience, when tackling more challenging tasks.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities, develop their communication and language skills well. They engage in meaningful back-and-forth conversations with the childminder, confidently naming animals and asking questions to extend their thinking, such as 'Where is the tail?' and 'Where can I find the girl with the pink dress?' These high-quality interactions prepare children well for the next stage in their learning.

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Achievement Expected standard

On occasions, children become frustrated and find it difficult to express their preferences. They sometimes take time to use non-verbal communication methods offered to communicate their needs. Children develop the early skills needed for writing. They strengthen their manipulative skills through activities, such as using play dough and a range of tools. Children who have previously avoided sensory and messy play begin to engage with confidence. As a result, children make progress and typically achieve well from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to learn and follow the rules within her home. She uses games and play to encourage collaborative play and to develop early teamwork skills. For example, the childminder models and reinforces turn-taking by clearly explaining whose turn it is. Children show an understanding of when it is their turn or that of others. As a result, children confidently understand age- and stage-appropriate rules and cooperate with others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a kind, calm and supportive approach. When frustrations arise, she offers gentle reassurance and helps children to resolve problems, supporting them to build resilience. The childminder encourages children, including those with special educational needs and/or disabilities, to use verbal and non-verbal communication to express their needs and preferences. However, she does not consistently name children's emotions to help them further understand their feelings. Consequently, children repeat these behaviours.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model and responds to children with kindness and empathy. She has positive relationships with the children. Children use polite language, such as please and thank you, and willingly help to tidy away toys when asked. As a result, children develop good manners and positive social behaviours.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes good attendance and punctuality as part of encouraging positive habits for the future.

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Children's welfare and wellbeing Expected standard

Children develop essential hygiene habits and confidence in managing aspects of their self- care. The childminder teaches children positive hygiene routines. For example, she shows children how to 'catch a cough' or sneeze using a tissue and to clean their hands. Children regularly ask for a tissue to blow their noses, demonstrating their growing independence and self-care skills from an early age.

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Children's welfare and wellbeing Expected standard

The childminder engages children in positive conversations about toilet training to build their confidence. She uses pretend play, including a baby doll, to introduce and talk through the steps of using the potty. The childminder captures children's attention and supports their understanding of personal hygiene routines. The childminder is beginning to work with parents to support older children with toilet training at home.

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Children's welfare and wellbeing Expected standard

The childminder knows children well and captures important information about their likes and dislikes from their starting points. She encourages children to communicate their feelings and preferences, and to make choices. For example, children decide which activities they would like to do now and which they would like to do next, supporting their independence and engagement in learning.

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Children's welfare and wellbeing Expected standard

The childminder actively promotes healthy and active lifestyles by providing nutritionally balanced meals and ensuring that children remain well hydrated. She uses games and gentle encouragement to support children who are reluctant to drink water. Children respond well to the childminder. This leads to a gradual and sustained increase in their water intake.

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Inclusion Expected standard

The childminder's accurate assessment of children's development enables her to identify gaps in learning swiftly, including for disadvantaged children and those with special educational needs and/or disabilities (SEND). She shares information sensitively with parents and carers and external agencies about children's progress and milestones. Parents praise the childminder for her timely intervention and clear guidance, when gaps in children's learning and development arise.

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Inclusion Expected standard

The childminder works in partnership with parents and other professionals to secure appropriate support and interventions for children with SEND and those with complex feeding needs. For example, she follows dietitians' guidance by using pictures of fruit and vegetables and discussion prompts and by allowing children access to preferred safe foods. The childminder ensures calm and pressure-free mealtimes. The childminder implements professional advice effectively and ensures reasonable adjustments are made, resulting in positive outcomes for children.

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Inclusion Expected standard

The childminder is strengthening her knowledge and understanding of SEND. She is refreshing her awareness of the assess, plan, do and review cycle and is working in partnership with the local authority to further develop her knowledge in specific areas, including autism and sensory needs. This supports her to provide an inclusive environment, where all children's individual needs are identified, understood and effectively supported.

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Leadership and governance Expected standard

The childminder prioritises her own professional development. She completes all mandatory training, alongside additional professional learning. The childminder identifies further training to strengthen her ability to support children and families in receipt of additional funding, including special educational needs and/or disabilities funding. She demonstrates diligence when planning and reviewing her own continuous professional development.

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Leadership and governance Expected standard

Parents and carers value the support the childminder provides. Parents appreciate the childminder's help, particularly when children's behaviour is challenging at home. They confidently seek advice and guidance from the childminder, and report improvements in their children's behaviour since attending the setting. Parents describe the childminder as professional and caring, with a strong focus on children's wellbeing.

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Leadership and governance Expected standard

The childminder communicates regularly with parents about their children's next steps. She assesses children's learning and development effectively, including completing the progress check for children aged 2. She works in partnership with parents to support ongoing progress. However, she does not consistently signpost parents to further guidance, for example, around supporting older children to move away from bottles and dummies.

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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 feel happy and safe in the childminder's home. They receive a warm welcome and quickly settle, confidently exploring their environment. The childminder builds trusting relationships with children. She has a secure understanding of their individual needs and preferences. The childminder knows families well, which supports secure attachments for children and fosters positive partnerships with parents and carers.

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

Children benefit from a well-embedded routine that provides consistency, reassurance and a sense of belonging. The childminder carefully plans meaningful learning experiences and

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About this setting

regular outings within the local community. These include walks to the park and shops, visits to playgrounds and participation in local activities, such as physical activity sessions. The childminder uses these experiences to support children's physical development, promote health and wellbeing and help children to develop their personal, social and emotional skills. Children learn to interact with others, recognise familiar adults and grow in confidence within their community.

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About this setting

The childminder has a secure understanding of each child's next steps and plans activities to support their development. She creates engaging role-play experiences that help children learn the names of fruits and vegetables, alongside colour sorting and colour recognition activities. These approaches support children who may struggle at mealtimes, helping them to build more positive relationships with food and encouraging conversations about food beyond mealtimes.

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About this setting

Children form positive relationships with the childminder and clearly enjoy spending time with her. They are motivated by her warm praise and interact with confidence and ease. Children regularly invite the childminder into their play and, when she joins them, they flourish. They demonstrate increased concentration, remain engaged for longer periods and show high levels of enjoyment in their learning.

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Next steps

The childminder should support children's emotional development further by helping children to recognise and understand their own feelings more effectively. The childminder should support parents and carers further by consistently signposting them to appropriate guidance and advice, for example, on helping older children to transition away from bottles and dummies, to promote their health and development.

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About this inspection

The inspector spoke with the childminder and parents 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. Unique reference number (URN): EY294657

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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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