Childminder

Childminder

Unique reference number (URN): 2655752 Registered with Ofsted: 21/12/2021 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

Overall, children's learning is sequenced from their starting points. This helps them to learn skills and develop knowledge for their future. Children build on their communication skills. Younger children and children with special educational needs and/or disabilities are supported to say single words and are developing skills to put 2 words together. Older children speak in full sentences and hold conversations with others. Children develop their literacy skills. This includes older children beginning to recognise their name and to identify some letters in their name. Children have opportunities to learn sign language. This contributes to their understanding of how to use alternative ways to communicate with others. Children develop their understanding of mathematics. They match shapes and use them in their play. Children develop their hand–eye coordination and problem-solving skills. For instance, younger children concentrate as they use the muscles in their fingers to push

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Achievement Expected standard

golf tees into foam. Older children show determination as they use toy hammers to bang the golf tees in.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a positive environment where children understand what is expected of them. Children engage confidently in daily routines, showing an understanding of where toys and resources are kept. This helps them learn how to maintain a tidy environment and to care for the toys and resources they play with. Children receive age-appropriate praise from the childminder. For instance, younger children receive hand claps when they post a ball into a toy. Older children receive verbal praise when they accurately identify a letter in their name. This helps to raise children's self-esteem and confidence in their own abilities. The childminder helps children to share with their peers, using words such as 'your turn' to support their understanding.

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Behaviour, attitudes and establishing routines Expected standard

The childminder plays games with children, such as sequencing pictures to show the routine they follow to clean their teeth. Children excitedly take part and work together to put images in the correct order.

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Behaviour, attitudes and establishing routines Expected standard

The childminder talks to parents about the importance of children attending regularly but recognises that if children are ill, they need to be at home. She keeps a record of when children attend and has procedures in place if children do not arrive, which is shared with parents. This information-sharing contributes to children forming positive routines.

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Children's welfare and wellbeing Expected standard

The childminder meets the needs of all children, including those with special educational needs and/or disabilities, well. For instance, she adapts settling-in sessions when children first start. The childminder finds out about children's routines at home and complements these in her care. This includes being responsive when children are tired, providing them with a safe and comfortable place to sleep. These strategies help children to feel emotionally secure in her care. Children are supported to understand how to manage their oral health. They take part in planned activities to clean their teeth. Children engage in physical exercise and outdoor play daily to promote their health. Children are supported to understand how they can keep themselves safe. This includes talking to children about road safety when going on outings away from the setting.

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Children's welfare and wellbeing Expected standard

The childminder helps children to learn about their feelings and emotions. For instance, she asks children how they are feeling and encourages them to explain why they feel a certain way.

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Curriculum and teaching Expected standard

The childminder provides an ambitious curriculum for all children, including those who attend more than one setting and disadvantaged children. Information is shared about how to support children's development with parents, other practitioners and professionals. This helps to provide a multi-agency approach to helping children receive what they need.

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Curriculum and teaching Expected standard

The curriculum helps children to build on the skills they know when they first start attending. For instance, children who are non-verbal begin to make sounds and say single words. The childminder has changed the curriculum and how she observes and assesses children's progress to give them more time to embed their learning. She provides planned activities that focus on supporting children's next steps in learning. This includes helping children to develop their communication and language skills. For example, the childminder sings nursery rhymes with children during daily routines and group times. This also contributes to children developing their social skills as they sing together. The childminder asks children to identify a number to count to before they begin singing, encouraging them to include numbers in their play. This contributes to their developing mathematical skills. Children are supported to be physically active. They excitedly join in moving their bodies as they pretend

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Curriculum and teaching Expected standard

to be different animals, helping to develop their coordination. The childminder identifies how she would like to build on children's experiences in the garden to support their learning further.

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Inclusion Expected standard

The childminder typically identifies if children need additional support. She develops her knowledge of how to plan, implement support and reflect on children's progress. If concerns arise about children's development, she speaks to parents and other professionals and puts targeted plans in place to help them achieve and close any gaps in their development.

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Inclusion Expected standard

When new children start attending, the childminder adapts her practice to meet their emotional wellbeing. For instance, additional settling-in sessions are offered to help some children to feel confident when they separate from parents.

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Inclusion Expected standard

The childminder recognises each child's individual needs and identifies the support they need generally well. For instance, if children experience changes in their home environment, the childminder ensures that she focuses on supporting their personal, social and emotional development. This contributes to reducing barriers to children's learning and wellbeing. This is because the childminder establishes routines and positive relationships where children feel secure in her care. Although the childminder has never cared for children who are in

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Needs attention

receipt of additional funding, she is aware that this is to be spent on supporting children's individual needs.

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Leadership and governance Needs attention

Even though the childminder has an overview of the setting's strengths and areas for development, her actions do not identify all weaknesses to promote the best interests of children. The childminder does not understand her responsibility to ensure that any assistants she works with are able to fulfil their roles and responsibilities. This includes the arrangements for collecting children from school and ensuring that assistants have appropriate training to promote children's health and welfare.

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Leadership and governance Needs attention

The childminder holds regular meetings with those she works with to discuss their wellbeing and how they can support children's development. Information about any gaps children face in their learning is discussed with parents, other professionals and other early years settings children also attend. This enables partnership working to take place to provide support for children's individual needs.

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Leadership and governance Needs attention

The childminder builds on her own professional development. She attends webinars and online training events to develop her knowledge and skills and how to recognise and meet children's immediate needs.

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Compulsory Childcare Register requirements

This setting has not 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 not 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 does not have a clear understanding of her responsibility to ensure all those working with children are able to fulfil their roles and responsibilities. This includes the arrangements for collecting children from school and making sure assistants have the appropriate training. This compromises children's health and welfare.

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

Information is gathered from parents when children first start about their abilities, routines and interests. This helps the childminder to plan meaningful learning experiences that help children develop the skills and knowledge they need for the future. For instance, children engage in planned activities that provide support for them to achieve their next steps in learning. This includes children developing their knowledge of how to identify and match shapes to support their mathematical skills. Older children independently solve problems as they stack blocks to reach a certain height. Children with special educational needs and/or disabilities receive support to help them develop their communication skills. For instance, individual targets and support from the childminder and other professionals help them progress in their speaking skills.

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

Children are confident in their interactions with the childminder. They form positive relationships with her and show that they feel secure in her care. Younger children sit on her knee to listen to stories, occasionally venturing away to engage with older children, but returning to the childminder for comfort and reassurance. This contributes to children developing their emotional wellbeing. Older children are keen to share their views and thoughts with the childminder, who gives them choices and listens to what they say. This helps children to feel valued.

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

The childminder asks parents to keep her informed if children will be absent and the reasons why. She talks to parents about the importance of their children attending regularly. This is

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 so children can receive consistent learning experiences to help them progress in their development.

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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

ensure all those looking after children understand and carry out their role and responsibilities effectively 26/06/2026

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Action Completion Date

ensure that adults looking after children have an appropriate first-aid qualification 26/06/2026

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About this inspection

The inspector spoke with the childminder, her co-childminders 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. Local authority: Leicestershire

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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. 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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