Childminder

Childminder

Unique reference number (URN): 306313 Registered with Ofsted: 29/09/1994 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 Strong standard

The skilled childminder supports children's development and care effectively. She teaches children to understand the importance of treating others with care and kindness. For example, the childminder encourages children to apologise when they hurt others, even unintentionally. This helps children to understand how to be kind and considerate to their friends. Children know how to take turns with each other, and any minor disputes are quickly and sensitively addressed.

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Behaviour, attitudes and establishing routines Strong standard

In addition, the childminder continuously praises every child's effort. This has a positive impact as children begin to praise one another. For example, they say 'Well done' to their peers after creating a heart from play dough. This demonstrates children's developing social skills and the positive relationships they have with one another. They show kindness and consideration as they take turns, using polite language such as 'Can we swap please?', which reflects their good manners.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has also built positive relationships and bonds with the children. The children actively seek her out to interact and share their achievements. For example, they proudly offer her a heart they have made from play dough and say, 'This is for you.'

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Behaviour, attitudes and establishing routines Strong standard

The childminder has clear expectations regarding children's attendance, which she shares effectively with all the parents. As a result, children attend well in the setting. The childminder also works attentively to ensure all children understand and follow the setting's expectations. This is reflected in children's behaviour. For example, they can follow daily routines independently. Children know that they have to take the sand timer out before they start tidying up.

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Children's welfare and wellbeing Strong standard

The childminder demonstrates a caring and responsive approach to children's emotional wellbeing. For example, when a child appears worried, she offers a cuddle and gently asks 'How about now? How are you feeling?' The child responds with 'Better', showing that the childminder's reassurance helps them feel more secure. The childminder consistently validates children's emotions and adapts her approach to meet children's individual needs. For example, she offers an alternative option for a child to wash their hands in the bathroom instead of using the main washing station. This flexibility supports children's comfort. Children are also supported to develop an understanding of their personal safety in the setting. For example, during snack time, they are reminded to use the cutting resources safely.

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Children's welfare and wellbeing Strong standard

Children benefit from accessible water drinking stations in the setting. They can independently help themselves to a drink. This promotes healthy habits and encourages children to understand the importance of staying hydrated. The childminder thoroughly promotes healthy eating in the setting. She shares relevant policies with parents and provides links to guidance on nutritious food choices. On some occasions, parents brought in snacks labelled as having 'no sugar', but on checking, the childminder found they

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Expected standard

contained high levels of sugar. The childminder addressed this by asking parents not to bring these items again. This reinforces the importance of healthy eating for children.

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Expected standard

Children are encouraged to develop an awareness of environmental responsibility. They learn about recycling by sorting waste and leftover food after snack time, with the childminder explaining the importance of disposing of food waste separately, which helps to reduce overall waste. Children regularly take part in planting activities, such as flowers that will later be transferred to the allotment. Previously, they have planted strawberries and courgettes. These experiences support children in understanding where food comes from and the process of growing their own produce, enhancing their knowledge of the natural world and healthy eating.

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Inclusion Strong standard

The childminder regularly assesses all children. She continuously supports all children, especially those coming from disadvantaged backgrounds. The childminder also closely monitors their speech development. For example, she is attentive to any concerns, such as when children are not articulating certain sounds, and she seeks advice when needed. This has a positive impact on children's communication and language skills.

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Inclusion Strong standard

The childminder evaluates the use of early years pupil premium funding effectively and tailors it to meet children's specific needs. For example, she purchases resources and experiences linked to children's interests, such as access to local attractions that support their curiosity and engagement. This enables them to access meaningful, real-life experiences, enhancing their learning opportunities and engagement. The childminder also works closely with parents, particularly those whose children attend part time. She informs them about children's interests so they can support them at home. This two-way approach supports children to have consistency in their learning.

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Inclusion Strong standard

The childminder is highly ambitious for all children. She works rigorously to reduce barriers in their learning. For example, she continuously supports the development of children's turn- taking skills. This has an effective impact on children as they learn to interact with their peers. The childminder also maintains positive relationships with external agencies. She has previously worked with speech and language therapists to support children with special educational needs and/or disabilities. This has equipped her with valuable individualised strategies, such as using short and clear instructions to support children's understanding.

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Achievement Expected standard

Children demonstrate good listening skills. They engage attentively during story time. Children can confidently identify animals within the text. During play dough activities, children independently manipulate tools such as rollers and cutters. This supports the development of children's fine motor skills. However, at times, children are not consistently supported with learning opportunities that match their developmental stage. This could limit children's capacity to succeed in their learning. Children who previously struggled to use pronouns can now use them confidently. Additionally, children who previously had limited descriptive vocabulary are now able to talk about their day in greater detail. This supports children's communication and language skills, and it enables them to access the full curriculum more effectively. Children, especially those ready to move to the next stage of learning, demonstrate independence in managing their

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Achievement Expected standard

personal care. For example, children can use the toilet and wash their hands independently.

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Curriculum and teaching Expected standard

The childminder provides a wide range of mathematical opportunities for children. For example, children engage in a dice game that helps them practise counting and identify number names correctly. She also uses a lot of mathematical language, such as 'lots', to help children understand quantity during play. This supports children's knowledge of mathematics.

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Curriculum and teaching Expected standard

The childminder also focuses on children's physical development. She provides activities such as play dough and threading to support fine motor skills. In addition, children have regular opportunities to practise their gross motor skills during outings to the park, where they make dens and talk about things they have seen, such as airplanes. The childminder prioritises children's learning around their environment and different cultures. She offers meaningful, real-life experiences to extend their learning. For example, during the celebrations of Chinese New Year, children visit a Chinese supermarket, and they visit the city centre. This helps them broaden their cultural awareness. The childminder also supports children in understanding their emotions. For example, she uses emotion stones to help children express and relate how they feel.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language skills effectively. She reads stories, and she gives children time to articulate their thoughts. For example, when children discover an animal hidden in the sand, they proudly say 'Look what I found'. The childminder typically provides a high-quality education. She interacts positively with all the children and knows them well. The childminder uses assessments to evaluate her practice and understands all children's needs well. However, on occasion, she does not provide consistently age-appropriate learning opportunities for some children. This may limit children's ability to excel in their learning.

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Leadership and governance Expected standard

The childminder is committed to improving her practice. She attends regular meetings to keep her knowledge up to date with any recent changes. This has a positive impact on the quality of care she provides for all children. She is well-informed and typically provides effective support to all children, especially those from vulnerable backgrounds, as they prepare for their next stage of learning. The childminder uses her professional judgment and her knowledge of the children to make informed decisions about the use of the early years pupil premium funding. She also evaluates its impact to ensure it is used effectively. As a result, children continue to make progress in their development.

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Leadership and governance Expected standard

The childminder also works closely with the parents and the children's families. She takes time to understand each family's unique circumstances and offers support during settling-in sessions or key transitions. Parents speak highly of the childminder. They express confidence in leaving their children in her care. Parents comment that children 'are thriving in her care', which reflects the positive impact of her work. Parents can also describe the individualised support their children receive, such as the use of stepping stones to support children's physical development.

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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 arrive happily and confidently in the setting. They separate from their parents with ease, wave goodbye and greet the childminder with a cheerful 'Good Morning'. Children demonstrate a clear understanding of the daily routine. For example, they independently remove their shoes on arrival. Children can access water stations independently, which promotes their self-care skills and supports their readiness for school. They understand the importance of sitting down while drinking and recognise the need to stay hydrated, helping them to develop healthy habits. The childminder implements clear policies and procedures regarding attendance, which are followed. This supports children to attend well.

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

Children have formed positive and secure relationships with the childminder. They actively involve her in their play, take turns during shared activities, such as reading, and engage in meaningful discussions. For instance, while reading 'The Very Hungry Caterpillar', children identify different fruits and make personal connections, such as saying, 'I love pears'. This effectively supports children's early literacy development effectively while also promoting their awareness of healthy eating.

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

Following a recent visit to a museum, children show enthusiasm when discussing the life cycle of a butterfly. All children, including those from disadvantaged backgrounds, are progressing well in their learning. They demonstrate a broad and developing vocabulary and confidently use words such as 'chrysalis'. Children use words to describe sounds. For example they say a pot makes a 'squeaky sound' as they try to open it. This demonstrates children's language skills.

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

Children are always praised for their efforts and positive behaviours. For example, they are acknowledged for tidying away toys before snack time. This supports their wellbeing. Children are resilient and they show a willingness to have a go. For example, they persevere and do not give up when they find it challenging to cut their snack.

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Next steps

The childminder should adapt planning more carefully to consistently suit each child's age and stage of development so all children can continuously build on their existing knowledge.

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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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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

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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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