Childminder

Childminder

Unique reference number (URN): 2751909 Registered with Ofsted: 12/10/2023 Registers: EYR, CCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children achieve well across the curriculum through thoughtful and meaningful interactions. For instance, children's communication and language grow rapidly because of the childminder's highly effective interaction skills. The childminder sensitively comments on what they are doing as they play. This helps children to make connections and build their understanding. When children mispronounce words, she repeats them back correctly. She models clear pronunciation in a natural and encouraging way. Children are given time to respond and process their thoughts. This unhurried approach enables children to absorb information, and they build confidence in their communication and language skills.

p.2

Achievement Expected standard

Children develop strong perseverance within the setting. The childminder encourages them to try again when challenges arise and not become discouraged when things go wrong. Children know they can ask for help when they need support, and this builds their confidence and resilience. The childminder asks thoughtful, open-ended questions such as 'What happened?' and 'What is he doing?' This helps to extend children's thinking skills and spark their natural curiosity.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children behave well and respond positively to the calm, consistent approach the childminder provides. When children need support, she gently reminds them to be careful and to look after resources. She actively promotes children's social development, which helps them learn to take turns. For example, she invites them to choose songs from the song board one at a time. Younger children benefit from the presence of older children, who act as positive role models by reading stories and demonstrating caring behaviour.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to tidy up after activities in a sensitive and nurturing way. When children find it difficult to stay focused, she uses visual cues to help them understand routines and expectations. For instance, she shows them the garden to illustrate that once toys are put away, they will be able to go outside to play.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of good attendance and punctuality and follows up any absences promptly. This demonstrates her commitment to children's wellbeing and ensures they benefit fully from the learning opportunities she provides.

p.2

Children's welfare and wellbeing Expected standard

Children are taught healthy routines that support their overall wellbeing. They wash their hands when coming in from outside and before eating. This helps them develop good hygiene habits. The childminder promotes children's independence consistently, offering gentle guidance. For example, she explains to children how sitting down can make it easier to take off their shoes. As a result, children gain confidence in managing their own self-care.

p.2

Children's welfare and wellbeing Expected standard

The childminder is warm and responsive to children's needs. When a child slips or falls, she reacts quickly and calmly to check they are not hurt. This helps all children feel safe and emotionally secure. As she joins in with their play, she smiles, laughs and engages with them in a genuinely caring way. This helps build children's sense of belonging.

p.2

Children's welfare and wellbeing Expected standard

Children learn about feelings and emotions through stories and meaningful conversations. The childminder names different emotions and explains why characters in a book might feel a certain way. This helps children to build emotional understanding, develop empathy and begin to express their own feelings more confidently.

p.3

Children's welfare and wellbeing Expected standard

The childminder teaches children how to keep themselves safe. During outings, she sets clear and consistent boundaries, such as reminding children to hold hands when walking along the road. This supports children to understand risks and learn how to make safe choices in different environments. Children enjoy daily access to the outdoors, which helps promote their physical health and wellbeing.

p.3

Curriculum and teaching Expected standard

The childminder provides an ambitious curriculum that supports children's learning across all areas of development. She takes time to understand each child's interests and gathers information to assess what children can already do. The childminder uses this knowledge to plan meaningful experiences that build on what motivates them. For example, she incorporates children's interests in cars when planning activities for the start of the day. This thoughtful approach supports children's transitions and helps them feel secure, engaged and ready to learn.

p.3

Curriculum and teaching Expected standard

Children develop a love of stories. They confidently choose from their favourite books and enjoy sharing them with the childminder. As they read 'Brown Bear' together, she uses Makaton signs to support their understanding and encourages the use of new vocabulary. She models the sign and pauses, giving children time to respond and fill in the missing words. This approach supports children's communication skills and builds their confidence to express themselves.

p.3

Curriculum and teaching Expected standard

The childminder supports children's mathematical knowledge through hands-on experiences. As they play and construct, she introduces language related to size and weight, helping children develop early mathematical thinking. They count as they transfer pom-poms using tongs into matching coloured pots. This supports their understanding of number and pattern.

p.3

Inclusion Expected standard

The childminder carefully identifies and supports children's next steps in learning. She has a secure understanding of each child's development and implements effective strategies to help them thrive. For example, she adapts the height and layout of activities to ensure they are accessible to all children, including those who face barriers to learning. For children with mobility needs, she positions activities to motivate them to stand. This helps them to strengthen their muscles and move with increasing confidence. To support children with language and communication needs, she uses Makaton signs. The childminder incorporates signs into everyday interactions, including story time. These thoughtful approaches help every child feel included and valued. The childminder works in partnership with parents. She engages in early discussions to identify any emerging concerns. This helps ensure professional support can be accessed

p.3

Inclusion Expected standard

promptly. The childminder collaborates with parents to follow the next steps recommended by professionals. This supports children to make consistent and meaningful progress. The childminder understands how to use early years pupil premium funding effectively to ensure a positive impact on children's learning.

p.4

Leadership and governance Expected standard

The childminder ensures that all required training is kept fully up to date. She continues to develop her professional knowledge and uses her knowledge of the needs of all children to guide her learning. For example, she has accessed training focused on supporting children's communication and language skills. This enables her to provide high-quality interactions that strengthen children's understanding, extend their vocabulary and promote confident communication.

p.4

Leadership and governance Expected standard

The childminder works effectively with parents and outside agencies to support children's development. She shares information regularly with families, helping her to build a picture of each child's needs. When required, she engages with external professionals to ensure that children receive timely and appropriate support. As a result, children benefit from a joined-up approach that promotes their progress and wellbeing. However, the childminder does not always collaborate or communicate with other settings that children attend. This limits opportunities to ensure that children experience continuity and that all adults are working together to support their learning.

p.4

Leadership and governance Expected standard

The childminder has a clear vision of what she wants to improve within her practice. For example, she describes the improvements she wishes to make in the outdoor environment to enhance the opportunities for children. She is also keen to develop opportunities to support learning at home. The childminder does not yet make the most of seeking feedback from others regarding her practice so that she can continue to evolve in response to children's needs.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

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

Children arrive with enthusiasm. They confidently enter the setting and prepare themselves for play. They remove their shoes independently and place them in the correct area. This helps to reinforce their sense of belonging and familiarity with routines. The childminder has a strong understanding of each child's interests. She uses this knowledge to plan activities that immediately spark curiosity. For example, the childminder provides cars and different wooden shapes for children to make ramps. The childminder joins the play sensitively. She uses open-ended questions to extend children's thinking and support problem-solving. Her calm, gentle presence helps children feel safe, secure and ready to explore.

p.5

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

The childminder provides a wide range of activities that support children's interests across all areas of learning. She arranges resources so they are accessible, particularly for children who may face barriers to learning. Children choose from a range of clearly displayed activities. Children confidently invite others into their play, demonstrating social development. The childminder models drinking from a pretend cup. This prompts children to extend the play by offering drinks and lollipops from the play kitchen. This helps support children's imagination, communication and cooperative play.

p.5

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

Children develop their physical skills in an inviting outdoor garden. They have space to run, climb and explore, which supports the development of their physical skills. The childminder also organises regular outings to the local park. Children enjoy digging for worms and exploring the natural environment. These experiences help them build curiosity and a love of the outdoors. Children also benefit from frequent visits to the local library, where they take part in rhyme-time sessions and borrow books to share at home. For example, children recently selected books about Chinese New Year. This helps them to learn about different celebrations and festivals. These opportunities broaden children's understanding of the world.

p.5

Next steps

The childminder should strengthen self-evaluation opportunities to incorporate the views of others to further enhance the quality of her provision. The childminder should strengthen partnership working with other settings that children attend to ensure continuity in their care and learning.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

p.6

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8