Childminder

Childminder

Unique reference number (URN): 2743259 Registered with Ofsted: 20/03/2024 Registers: EYR

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

Achievement Expected standard

Children make progress in their communication and language skills and show increasing confidence in expressing themselves during play and everyday interactions. They use words, sounds and gestures to communicate and respond to questions from the childminder. Children develop their communication through familiar activities and routines. For example, they join in with singing and begin to follow familiar patterns and actions, showing enjoyment as they take part in familiar routines.

p.2

Achievement Expected standard

Children develop social skills as they play alongside others and begin to interact during activities. They respond to the childminder and other children, becoming more familiar with routines and expectations over time and showing increasing confidence in social situations. Children also develop physical skills through active play, showing increasing confidence as they move and explore the environment.

p.2

Achievement Expected standard

Where children are less engaged, they do not always build on their learning.

p.2

Achievement Expected standard

Overall, children make steady progress from their starting points.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to understand what happens during the day through calm and consistent routines. She provides clear guidance during play and everyday activities and uses praise and encouragement to promote positive behaviour. Children respond well to this approach and show willingness to join activities and cooperate during routines.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder acts as a positive role model. She speaks respectfully, uses polite language and acknowledges children's contributions during play and conversations. Children mirror this positive interaction as they engage with the childminder and participate in shared activities.

p.2

Behaviour, attitudes and establishing routines Expected standard

Routines, such as tidying away toys and washing hands at appropriate times, help children develop an understanding of responsibility. Children respond positively to guidance and take part in these routines. Children begin to understand simple expectations and respond appropriately during daily routines.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder supports children sensitively when they need reassurance or additional encouragement, helping them manage transitions calmly and remain emotionally secure.

p.2

Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are promoted through secure routines and responsive care. The childminder takes the time to understand children's individual routines and ensures that daily care practices help children feel safe and emotionally secure. She offers reassurance and comfort when children need it, helping them to feel settled and confident in her care. Children are cared for in a calm and consistent environment. The childminder guides children during daily routines, including mealtimes and snacks, ensuring that appropriate hygiene practices are followed. Children are cared for during routines in a way that helps them feel comfortable. For example, the childminder speaks gently to children, explains what is happening and offers reassurance during personal care routines, helping children to feel at ease. Oral health is promoted as children brush their teeth after meals, and children follow hygiene routines such as handwashing at appropriate times.

p.2

Children's welfare and wellbeing Expected standard

However, opportunities to further develop children's independence and understanding of self-care routines are not always fully embedded. As a result, some children rely on adult support during routines, including handwashing, and do not yet consistently manage these independently.

p.3

Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities for physical activity both indoors and outdoors. They enjoy active play, including outings to the local park, where they develop confidence in movement and physical skills.

p.3

Children's welfare and wellbeing Expected standard

Overall, children feel comfortable and are cared for in a safe and nurturing environment where their health and wellbeing are supported.

p.3

Curriculum and teaching Expected standard

The childminder provides a range of activities and experiences that support children's learning and development. She plans activities based on children's interests and uses familiar themes to encourage participation. She builds on what children already know and can do, helping them to develop skills over time through familiar routines and experiences.

p.3

Curriculum and teaching Expected standard

The childminder supports children's learning through interaction and discussion. She introduces new vocabulary during play and encourages children to talk about what they are doing and their own experiences. Children respond by joining in conversations and sharing their ideas.

p.3

Curriculum and teaching Expected standard

The childminder provides opportunities for children to develop a range of skills. For example, older children take part in activities such as recognising their names and begin to link letters to sounds, while younger children explore sensory books and resources, showing interest as they handle and look at them. The childminder encourages children to think and respond through simple questioning and guidance.

p.3

Curriculum and teaching Expected standard

The childminder builds on children's experiences by linking activities to familiar ideas and extending these through discussion and play. However, activities are not always fully adapted, particularly for younger children. For example, younger children do not always receive the same level of support or adaptation during adult-led activities, which means they can lose interest or disengage. As a result, not all children consistently remain engaged in learning.

p.3

Inclusion Expected standard

The childminder promotes an inclusive environment where children are supported to feel valued and part of the setting. She knows the children well and takes the time to understand their individual needs, using information from parents to support their care and involvement.

p.3

Inclusion Expected standard

The childminder supports children who speak English as an additional language through the use of simple language, repetition, modelling and some use of children's home language. For example, she uses key words, alongside gestures and familiar phrases, to help children understand routines and activities. She encourages children to join in with activities and interactions, helping them to take part and build confidence. Children respond to this support and play alongside others.

p.4

Inclusion Expected standard

The childminder provides support and guidance during activities to help children access experiences. She offers encouragement and reassurance to support involvement and confidence. The childminder also demonstrates a secure understanding of how to support children with special educational needs and/or disabilities. She knows how to identify potential concerns and seek support from relevant professionals if needed.

p.4

Inclusion Expected standard

However, activities are not always consistently adapted for all children, particularly those who are younger or less confident. As a result, some children do not always fully access or remain engaged in learning experiences, although children are generally supported to participate within the setting.

p.4

Leadership and governance Expected standard

The childminder leads the setting with a clear sense of purpose and ensures that children benefit from a well-organised and nurturing environment. She reflects regularly on her practice and considers how routines, activities and interactions support children's learning and wellbeing. This ongoing evaluation helps her refine daily practice and continue to develop the provision to meet children's changing needs.

p.4

Leadership and governance Expected standard

The childminder uses her knowledge of child development and ongoing observations to inform planning and identify appropriate next steps. She generally adapts resources and interactions to reflect children's interests and developmental stages, and she recognises areas where further development is needed. Ongoing professional development supports her to maintain current knowledge and continue to develop her practice.

p.4

Leadership and governance Expected standard

Parents speak positively about the childminder and describe the setting as supportive and well organised. They report that their children are happy and enjoy attending. Parents value regular updates about learning and development and describe communication as clear and timely. The childminder works closely with parents to support consistency between home and the setting, and she understands how to access advice and guidance from relevant services when needed.

p.4

Leadership and governance Expected standard

Overall, the childminder maintains a secure environment where children are supported to learn and develop well.

p.4

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

Children feel safe and secure in the care of the childminder and co-childminder. They form close relationships and seek comfort and reassurance when needed. Children are settled, smiling and comfortable, showing they feel at ease in the environment. Children who are new to the setting are supported to settle gradually. The childminder takes the time to understand their individual needs and works in partnership with parents to support this. This helps children to become familiar with the environment and feel secure over time.

p.5

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

Children take part in a range of play experiences and activities throughout the day. The childminder supports children's play through interaction and encouragement, helping them to join in and take part. For example, children explore themed resources, such as a doctor's bag and dental equipment, and talk about their own experiences during play. Children join in familiar songs and activities, clapping and vocalising.

p.5

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

Children spend time playing alongside others and begin to develop early social skills, such as sharing and taking turns. Children also benefit from opportunities to play outdoors, where they are physically active and explore the environment.

p.5

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

Children follow familiar routines and are comfortable in the environment, approaching the childminder for support when needed and showing growing confidence in their surroundings. As a result, children are happy, settled and engaged in their play and daily experiences.

p.5

Next steps

The childminder should further develop how to adapt activities to meet the needs of children at different ages and stages, particularly younger children, so that all children remain consistently engaged in their learning. The childminder should further support children to manage their own self-care routines, such as handwashing, so that they develop independence and confidence in their self- care and personal hygiene.

p.5

About this inspection

The inspector spoke with the childminder during the inspection.

p.5

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

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.6

Facts and figures used on inspection

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

p.6

Our grades explained

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.

p.6

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.7

Urgent improvement

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

p.7

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.7

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.7

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.7

Urgent improvement

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

p.7

Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7