Childminder

Childminder

Unique reference number (URN): 2736805 Registered with Ofsted: 07/08/2023 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 typically achieve well from their starting points, however, this is less consistent for younger children. The childminder quickly identifies any gaps in their learning, and next steps are identified to help children progress in all areas of their learning and development. Older children practise using tools, such as scissors, showing increasing control and dexterity. Babies build strength in their legs as they use walkers and pull themselves up onto furniture.

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Achievement Expected standard

Communication is a clear focus, in particular for children who face barriers to their learning. The childminder provides good-quality interactions as children play to help broaden their speaking skills, and for children that speak English as an additional language, key words are used to support understanding. Children's language is further supported through regular use of songs and books in the curriculum. The childminder offers regular encouragement and recognises children's achievements, helping them to build on their confidence and self- esteem.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of clear and consistent boundaries and models positive behaviour for children. For example, she promotes turn-taking and sharing to help children play alongside each other positively. This supports children to behave appropriately and manage their emotions effectively, helping them to develop the social and emotional skills needed for their next stage of learning, including school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a secure understanding of children's individual behavioural needs and forms secure, trusting relationships with them. This promotes children's emotional wellbeing and helps them to develop effective self-regulation. For example, the childminder provides comfort to young children when they need support, helping them to remain calm and feel secure.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to learning and increasing independence. The childminder places a strong emphasis on developing self-care skills, such as handwashing. These routines are embedded throughout the day, giving children regular opportunities to practise and build confidence and independence.

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Behaviour, attitudes and establishing routines Expected standard

While the childminder has established routines throughout the day, some routines, such as mealtimes, are not always planned effectively to ensure they are smooth and support children to make the most from these experiences. The childminder shows a commitment to developing further ways to embed these routines as an area of focus.

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Behaviour, attitudes and establishing routines Expected standard

The childminder actively promotes good attendance by sharing clear expectations with parents and keeping accurate registers, which supports children's continuity of care and learning.

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Children's welfare and wellbeing Expected standard

The childminder recognises the importance of building secure bonds to help children feel safe and confident. She uses settling-in sessions, meetings with parents and baseline assessments to gather key information on how to best support children to adjust smoothly to the setting, and ensure their needs are fully met.

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Children's welfare and wellbeing Expected standard

Children are supported to develop a clear understanding of how to keep themselves healthy. The childminder ensures that children have plenty of opportunity for physical play, regularly accessing parks and play in the garden. Babies thoroughly enjoy accessing the swing, and children learn to navigate down steps well, learning to hold the handrail to keep themselves safe.

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Children's welfare and wellbeing Expected standard

The childminder is highly vigilant about ensuring the environment is kept safe, however, on occasion, she does not consider the organisation of routines as best as she could. She carries out daily risk assessments to identify any potential hazards and acts on them. The childminder carries out regular fire drills with the children, so they understand what to do in the event of an emergency.

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Children's welfare and wellbeing Expected standard

Care routines are carried out sensitively and respectfully, and children's privacy is protected through the effective use of appropriate screening during nappy changing. The childminder follows safer sleep routines, ensuring that children have a safe area to rest in either cots or sleeping mats and are monitored. She shows a robust understanding of how to manage children that have allergies.

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Curriculum and teaching Expected standard

The childminder designs a rich and engaging curriculum that supports all children, including those who face barriers to learning, to make progress across all areas of their development. She maintains a clear focus on helping children build the key skills and foundations they need to prepare for the next stage of their education.

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Curriculum and teaching Expected standard

The childminder uses effective systems to observe, track and monitor children's learning and development. She uses her observations well to identify children's next steps and plans purposeful activities that help children move forward in their learning. For example, children explore shapes as they engage in large-scale mark making on rolls of paper. The childminder models mathematical language by naming shapes and encouraging children to do the same, helping them to develop their understanding of shape and early mathematical concepts.

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Curriculum and teaching Expected standard

Children benefit from frequent opportunities for physical play. They develop strength and coordination as they scoop and pour mud and build large structures using tyres and construction resources. The childminder also promotes social skills through regular trips in the community and children's communication and language through shared books. For example, babies enjoy exploring sensory books and practise turning pages, supporting early literacy skills.

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Curriculum and teaching Expected standard

Teaching is generally effective. However, it is not consistently well focused on the youngest children to help them make the best possible progress. At times, interactions lack depth, and younger children lose interest. For example, during activities such as exploring pasta shapes, the childminder does not consistently extend learning to maximise the opportunity.

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Inclusion Expected standard

The childminder has a secure understanding of her responsibility to ensure that all children, including those with developmental delays or barriers to learning, are fully supported and included. She holds consistently high expectations for every child and identifies individual needs swiftly, adapting her provision to ensure children can access learning successfully. Although, this is not always consistent for younger children.

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Inclusion Expected standard

Targeted strategies are used effectively to support children that face barriers to their learning. For example, for children who speak English as an additional language, the childminder adapts the environment and refines her teaching by using visual cues and key words from children's home languages. This supports children's understanding and helps them develop a strong sense of belonging. Children developing their communication skills benefit from well-chosen activities, such as blowing through straws to strengthen facial muscles, alongside shared reading experiences that encourage speaking, pointing and interaction.

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Inclusion Expected standard

The childminder actively encourages children to recognise what makes them unique and to value and celebrate differences. A world map displayed in the setting helps children identify countries connected to their families, prompting discussions about places they have visited and supporting their understanding of diversity and the wider world.

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Leadership and governance Expected standard

The childminder demonstrates a clear and ambitious commitment to providing high-quality education for all children, including those who may face barriers to learning. She follows policies and procedures and adopts a reflective approach, continually evaluating the environment. For example, she lowered the handwashing station to promote accessibility and independence for all children. However, the childminder does not always take effective action to adapt and respond to the needs of the youngest children and some routines during the day.

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Leadership and governance Expected standard

The childminder prioritises staff wellbeing and works closely with them to maintain a consistent, holistic approach to children's care. She monitors practice effectively, providing guidance and high levels of support that strengthens staff skills and positively impacts children's learning. Mandatory training is kept up to date, and she actively seeks further development opportunities, including exploring further qualifications for staff. Safer recruitment and ongoing suitability checks are thorough, and the childminder acts as a positive role model, promoting high standards.

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Leadership and governance Expected standard

Partnerships with parents are well established. Parents praise the secure bonds she builds with children, the personalised attention she gives to their interests and the wide range of activities, including community engagement. They feel well informed about learning and next steps via the online platform, and all policies are routinely shared. The childminder engages in focused professional development, leads local network sessions and actively seeks further training, demonstrating dedication to improving her practice and supporting staff.

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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 enjoy their time at this warm and welcoming setting. The childminder takes time to develop secure bonds with children, helping them to feel safe and secure. They warmly

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Inspector:

greet the childminder on arrival and transition well into the setting, becoming quickly engaged in play.

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Inspector:

The childminder has a clear understanding of what children need to learn to give them the best start in life and prepare them for the next stages of their education. The childminder has a positive approach to inclusion, with a clear drive to ensure that every child has the same opportunities to a rich curriculum. Learning is actively integrated into the community. Children enjoy regular trips to playgroups and soft-play centres, which help children develop valuable social skills. They learn about people that can help them through visits to the local fire station.

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Inspector:

Children benefit from a dedicated cabin in the garden, which provides a rich range of learning experiences. They become deeply engaged in making tea and exploring citrus fruits in the play kitchen and use their problem-solving skills as they roll cars down tubes. The childminder supports children to take turns and share resources, helping children to learn the skills to play alongside each other well.

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Inspector:

The childminder demonstrates a clear and ambitious commitment to providing high-quality education for all children, including those who may face barriers to learning. She ensures policies and procedures are implemented consistently and reflects on practice to drive improvement. The childminder prioritises staff wellbeing and monitors practice closely, providing clear guidance that develops staff skills and improves outcomes for children's learning. She is actively involved in the local childminding community, leading network sessions to share best practice and remain up to date with developments in the sector.

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Next steps

The childminder should develop teaching to ensure that the youngest children are consistently provided with opportunities to build on their learning and development. The childminder should develop and plan routines, such as mealtimes, more effectively to ensure that children make the most of these experiences.

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About this inspection

The inspector spoke with the childminder, parents 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. Emily Woodhead

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 05:30

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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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