Childminder

Childminder

Unique reference number (URN): 2733312 Registered with Ofsted: 18/10/2023 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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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to become familiar with daily routines. She talks to children throughout the day and provides regular praise, which helps to build their confidence and supports their wellbeing. The childminder supports children to understand expectations as they learn to share and take turns with popular items, for instance. Children happily play alongside each other. The childminder encourages children to play in the garden in all weathers, to develop their physical skills and enjoy the benefits of fresh air. Outdoors, children generally enjoy the space. They run, throw balls, climb through the low climbing frame and go down the slide. The childminder supervises children effectively as they play and explore.

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Behaviour, attitudes and establishing routines Expected standard

The childminder takes children to places in the community, such as a library and park. This helps them become used to meeting different people in various situations. The childminder sends parents and carers regular messages throughout the day to keep them informed about what their children are doing. She understands the significance of children's attendance, how it supports their safety, learning and development. The childminder offers flexibility around the hours children attend and works collaboratively with parents to promote regular, prompt attendance.

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Children's welfare and wellbeing Expected standard

Children, including those who are new to the setting, have secure, trusting relationships with the childminder. Daily routines are well established. The childminder informs children what will happen next, which builds security, helping them to understand how to keep themselves safe and manage transitions smoothly. Children respond well to the praise they receive for their efforts and achievements. This helps to build their self-esteem and promotes their emotional wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder attends to all children's personal care needs well. She supports children to follow hygiene practices, such as washing their hands before eating. The childminder promotes manners, helps children to understand their emotions and supports them to develop their social skills. Mealtimes are a social occasion. The childminder encourages children to sit at the table and recognises the importance of supervising children when they are eating. Children snuggle up closely to the childminder and feel comforted, when they are tired.

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Children's welfare and wellbeing Expected standard

The childminder has developed her indoor environment. She provides a safe, welcoming space for children to explore and play. Typically, children are keen to make their own choices about their play. With support from the childminder, children find something they would like to do next. Children generally enjoy their play and remain engaged at activities.

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Achievement Needs attention

Overall, children gain some key skills needed for their eventual move on to school, but not all children achieve well enough from their starting points to become effective learners, including those who face barriers to their learning. They develop social skills and learn to use good manners as they sit together at the table for mealtimes.

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Achievement Needs attention

Children develop independence and gain a love of books. They chose to look at books by themselves, showing care for the book as they open the flaps and turn the pages. Children enjoy listening to stories. They benefit from opportunities to be physically active and enjoy running in the garden. Children show that they are happy and settled.

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Curriculum and teaching Needs attention

The childminder's intentions for children's learning are not specific enough and her curriculum and teaching do not effectively build on what children know and can do. Planning is not sufficiently focused on developing children's individual knowledge and skills. Despite observing children to monitor their progress, the childminder does not effectively adapt her teaching to suit the learning needs of all children. For example, she names colours and encourages children to count items but does not fully support all children, including those who may face barriers to learning, to develop their communication and language skills.

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Curriculum and teaching Needs attention

The childminder encourages children to play in the garden to enjoy the benefits of fresh air. However, she has not fully considered the organisation of the outdoor environment to ensure children are inspired to play and learn. This means that there are times when some children wander around the garden with limited purposeful interaction from the childminder. As a result, children are not well supported to reach their full potential. The childminder has a clear plan in place to bring about improvements in the outdoor area, although she has not yet taken action to implement this.

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Curriculum and teaching Needs attention

The childminder identifies some broad knowledge and skills that children need to develop. She supports children's social skills and encourages them to develop a love of books. Indoors, the childminder ensures that toys and resources are readily available for children to access, and she provides activities that they enjoy, such as making Mother's Day cards.

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Inclusion Needs attention

The childminder attends some training sessions to keep her knowledge up to date and to further her skills in some areas. However, she does not focus her training on the needs of the children who attend her setting. The childminder does not have consistently high expectations for all children, including those who may face barriers to their learning. She does not always consider the different stages of learning for children effectively. Consequently, the childminder does not adapt activities to ensure children make sufficient progress. The childminder understands the importance of knowing children well. She responds to what she notices about children's interests and provides toys and resources that she knows children will enjoy. As a result, children are settled and show that they feel safe and secure in the childminder's care. Most children meet their expected milestones. The childminder understands the importance of early intervention. She monitors children's progress and

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Inclusion Needs attention

identifies developmental delays through observation. She supports parents and carers to seek external support where necessary.

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Leadership and governance Needs attention

The childminder acknowledges the recent changes to the requirements of her role and the need to drive improvement. However, she has not identified the need to develop her curriculum to ensure it meets the needs of all children attending, particularly those who are disadvantaged or who face other barriers to their learning. The childminder does not ensure that any training she completes is accurately focused to improve her practice.

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Leadership and governance Needs attention

The childminder has made some changes to the environment to create a welcoming and secure space for children. The childminder completes regular checks to ensure that all areas used by children are safe and suitable. She has plans in place to improve the outdoor environment to ensure that children who learn best outside are able to do so, although she has not yet begun to action these plans.

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Leadership and governance Needs attention

The childminder establishes positive relationships with parents and carers, which support children to settle quickly in her care. She communicates with parents about what their children have done in their day, including the places they have visited in the community.

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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

The childminder's curriculum and teaching do not fully support children to make the progress they are capable of. She does not always adapt activities effectively or have high enough expectations for all children, including those who may face barriers to their learning. Children do not always benefit from quality interactions that fully support their communication and language development. The childminder does encourage children to make choices in their play. Children play imaginatively with construction toys and toy dinosaurs. The childminder gets down to the children's level and joins their play. She talks to them about what they are doing.

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

Children show that they feel happy, settled and safe in the childminder's care. They form secure attachments to the childminder, including children who are new to the setting. Children develop their confidence as they select what they would like to do next. They enjoy being creative, using different media and materials. For example, children experiment with ink stamps, colouring pencils, felt-tip pens and enjoy selecting stickers to add to their creations. They engage in activities of their choice, demonstrating reasonable levels of concentration. The childminder generally responds to children's interests. Some children enjoy recalling the names of dinosaurs and are keen to point out and name different animals they see in books.

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

The childminder understands and provides healthy food choices, offering fresh fruit for children at snack time, for instance. Children are supported to use manners and learn to sit at the table while eating. They generally behave well and respond well to the praise they receive for their efforts and achievements. This helps to build their self-esteem and emotional wellbeing. Children have opportunities to extend their social skills and confidence. For instance, the childminder plans trips to places in the local area, such as the library, and

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About this setting

Registration date: 18/10/2023 regularly visits other childminders and attends local groups. She promotes regular attendance to support consistency of care.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

develop and implement an ambitious curriculum and improve the quality of teaching to ensure that all children, including those who face barriers to their learning, experience engaging activities that build on their individual stages of development and learning 18/05/2026

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Action Completion Date

focus professional development to enhance knowledge and understanding of how to implement high-quality provision to fully support children's development and learning 18/05/2026

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About this inspection

The inspector spoke with the childminder, children, 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Thursday : 08:00 - 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

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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