Mrs Sarah, Haslam

Childminder

Unique reference number (URN): 145145 Registered with Ofsted: 07/06/1999 Registers: EYR, CCR, VCR

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

Behaviour, attitudes and establishing routines Expected standard

Children develop close and trusting bonds with the childminder. They enjoy cuddles with her when they become tired and need reassurance. The childminder works effectively with parents and carers to assure children's positive attendance. Children benefit from the childminder's high expectations for their behaviour and consistent guidance. They learn to share, take turns and to play kindly. Children have positive manners and are willing to help when asked. The childminder manages any difficulties through gentle reminders and guidance to help children learn to resolve disagreements amicably. Although she has the same expectations for all children, she provides adaptations for those with special educational needs and/or disabilities and those who face barriers to their learning. This helps all children to learn positive attitudes and safe behaviour.

p.2

Behaviour, attitudes and establishing routines Expected standard

Overall, despite the inconsistencies in the quality of teaching, children are keen to investigate new activities. For example, they explore the new role-play flower stall, picking flowers to share and post in the letter box. When interested, children engage well in their play, such as constructing, drawing and riding wheeled toys outside. They make their own choices freely, asking for the toys they cannot reach.

p.2

Inclusion Expected standard

The childminder uses her assessments to identify when a child is at risk of falling behind in their learning. She works successfully with parents and carers and external professionals to support children with special educational needs and/or disabilities and those who face barriers to their learning. This includes making any external referrals when needed to ensure children get the professional support and funding they are entitled to.

p.2

Inclusion Expected standard

The childminder uses effective strategies to remove any barriers to children's learning in order to include them fully in the activities. For children who struggle to manage their behaviour, she uses a quiet and gentle voice while talking to them about their feelings and those of others. The childminder provides reassuring hugs to help them feel safe and calm. She knows children well and adapts routines to prevent certain sounds that impact specific children's wellbeing. This helps children to feel safe and secure. The childminder undertakes training and development to help her meet the needs of children who face barriers to their learning. This has helped her to manage any difficulties in their behaviour and to support their development.

p.2

Achievement Needs attention

Due to the weaknesses in the curriculum and childminder's teaching, children do not make the progress they are capable of. This particularly relates to children's mathematical and language development and understanding of healthy eating. However, children develop some of the skills they need to support their next steps for learning and transition to school. They develop independence and learn to manage tasks for themselves. Older children enjoy being the 'helper', such as opening and closing the gates on walks. Children develop small muscle skills, such as using cutlery to squash, chop and scoop fruits. They use pens to draw and write, creating pictures, colouring in and pretending to write during role play.

p.2

Achievement Needs attention

Children with special educational needs and/or disabilities and those who face barriers to their learning benefit from strategies to help them remain involved and to succeed in achieving their next steps. For example, they learn to listen, understand what is expected of them and how to play amicably alongside others.

p.3

Children's welfare and wellbeing Needs attention

The childminder has policies in place for supporting children's healthy diets and lifestyles, but does not consistently apply these. She does not ensure all children bring in healthy foods for meals. The childminder does not encourage children to eat the nutritious foods first or to learn about what is healthy and why. Children learn to keep themselves safe, such as how to cross the road and manage steps safely, and the risks of not doing so. They enjoy daily outdoor and physical play, such as climbing and running. Children develop effective personal hygiene practices, such as handwashing routines.

p.3

Children's welfare and wellbeing Needs attention

The childminder provides continuity in daily routines for activities, meals and outdoor play, alongside children's individual care routines. She ensures children have time to calm and rest when needed, such as settling down to read books together. The childminder reflects each child's uniqueness, such as providing toys that reflect their parents' and carers' jobs. This all helps children to feel secure and to manage their emotions throughout the day. Due to the trusting relationships built and strategies the childminder has in place, she prepares children with barriers to their learning to prepare for and manage changes throughout the day.

p.3

Curriculum and teaching Needs attention

The childminder does not plan and deliver a consistently ambitious curriculum to support every child's development across all areas of learning. Her curriculum is primarily based on child-led learning with a focus on supporting children's interests and outdoor play. She knows children well and uses her assessments of their development to identify their next steps for learning. However, at times, the lack of the childminder's purposeful interaction and teaching does not ensure children all benefit from the activities to help them to achieve their learning goals. For example, the childminder counts during children's play, but otherwise does not build further on developing children's learning. For example, she does not encourage children to solve problems or teach them other mathematical concepts.

p.3

Curriculum and teaching Needs attention

The childminder talks through children's imaginative play to model some language and asks some question to encourage children to talk. However, she does not adapt her interactions to support younger children's language development effectively. For example, at times, she speaks too quickly and does not encourage toddlers to learn and speak new words. The childminder nurtures children's personal, social and emotional development. She encourages them to build confidence and positive attitudes to others. Through the adaptations she makes, she helps children with barriers to their learning to manage changes throughout the day.

p.3

Leadership and governance Needs attention

The childminder has not developed her knowledge of the learning and development requirements. As such, the quality of her curriculum and teaching does not ensure every child's development is nurtured in all areas, particularly their mathematical development and learning about healthy diets. Younger children do not benefit from the same level of teaching to nurture their communication and language development.

p.4

Leadership and governance Needs attention

Overall, the childminder has a realistic overview of her provision. She values professional development, such as training to help her develop her understanding of how to support children's oral hygiene. The childminder welcomes guidance from external professionals, such as those from the local authority. She has made several improvements since the last inspection. This includes developing her safeguarding knowledge and working in partnership with other settings children may also attend.

p.4

Leadership and governance Needs attention

The childminder has appropriate procedures in place to ensure any future assistants she may work with are, and remain, suitable. She uses risk assessment to identify and remove risks to children in her home and the outings they attend. Overall, the childminder builds working partnerships with parents and carers. She gains relevant information from the start to help her understand children's needs and any barriers to their learning. The childminder keeps parents informed of their children's routines, activities and development. Parents share positive feedback regarding the care of their children. For example, they comment that the childminder has their children's best interests in mind. They also say she has had a positive impact on their children's confidence and social skills, helping their personalities to flourish.

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

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

The childminder provides a primarily child-led curriculum that includes regular outings locally to provide different learning experiences. Children visit, for instance, educational farm parks and stables to develop their understanding of the world. However, the childminder does not ensure the curriculum, and her teaching, target every child's individual development to help them all make secure progress in all areas. Otherwise, she supports children with special educational needs and/or disabilities and those who face other barriers to learning effectively. She ensures that these children experience an inclusive and supportive environment.

p.5

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

Children's attendance is positive. They are happy, settled and their families are welcomed by the childminder. Children confidently explore, make their own activity choices and typically engage well in their play. The childminder provides children who face barriers to their learning with support and consideration to help them manage their emotions throughout the day. She values children's individual preferences, such as providing younger children have their comforters when needed. This helps all children to feel safe and secure. Children learn to develop positive attitudes and manners. With guidance and support, they learn how to play alongside others and to follow instructions. Children gain some of the skills they need to support their future learning, such as an interest in trying new ideas. They develop independence and take pride in their achievements. For example, children show the childminder the models they create and when they help with tasks.

p.5

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

Children benefit from activities to support their physical development. They develop fine motor skills, such as using a variety of one-handed tools. Children enjoy daily outdoor play and trips to the soft-play centre to develop their large physical skills. However, the

p.5

About this setting

Type: Childminder childminder does not typically support children in learning about healthy eating at meals to nurture their health.

p.6

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:

p.6

Action Completion Date

develop more effective teaching skills to help children to achieve their developmental next steps and their full learning potential 13/05/2026

p.6

Action Completion Date

plan and deliver a broad and ambitious curriculum to support all areas of children's learning, particularly regarding their mathematical development and understanding of healthy eating 13/05/2026

p.6

Action Completion Date

support younger children's communication and language development effectively. 13/05/2026

p.6

About this inspection

The inspector spoke with the childminder 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. Registration date: 07/06/1999

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:30 - 18:30

p.7

Facts and figures used on inspection

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

p.7

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.8

Urgent improvement

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

p.8

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.8

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.8

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.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8