Childminder

Childminder

Unique reference number (URN): 2755858 Registered with Ofsted: 14/12/2023 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

All children develop the key skills and knowledge they need to progress from their starting points to their next stage of learning. Children of all ages and abilities, including those who face barriers to learning are supported to achieve well. Younger children join in with actions, such as pressing the bell during the song, 'The Wheels on the Bus', while older children sing independently to strengthen their communication skills. Children sustain attention in play and show interest in books, especially when stories link to their own experiences. They talk with their peers about seeing 'pirates' at the weekend.

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Achievement Expected standard

Children show a secure understanding of mathematics. Younger children count confidently to 4, while older children recognise that a pattern of dots on a dice represents the number 4 and show this on their fingers. Children also point to animals in pictures and use one number name for each object, demonstrating early counting skills that prepare them well for future learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear expectations for children's behaviour and builds positive relationships through warm, consistent interactions. She role models kindness, helping children understand how their actions affect others. The childminder adapts her practice for younger and less confident children by taking their hand, getting down to their level and offering reassurance. She praises children for positive behaviour and teaches them to respect the environment, such as showing them how to hold bugs carefully and how to return them to their natural habitat.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive attitudes to learning, showing curiosity and a willingness to join in. The childminder promotes inclusive approaches by adapting routines such as enabling younger children to leave the table first so they do not have to wait for long periods. Overall, children understand what is happening now and what will happen next. For example, once they have finished tidying and put on their shoes ready for outdoor play, some children sit down to show they are ready. However, at times, the childminder is not fully consistent in helping all children to follow instructions, meaning some continue running around while others listen.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of regular attendance and encourages parents to bring children for additional sessions, particularly those who are new or preparing for school, ensuring they benefit from maximum learning opportunities.

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Children's welfare and wellbeing Expected standard

The childminder effectively supports children's care practices that promotes their welfare and wellbeing. She helps children use the toilet independently, including how to flush the toilet, and ensures they wash their hands afterwards and before eating to promote hygiene routines. During mealtimes, the childminder provides a substantial, nutritious breakfast to support children's energy and concentration. Additionally, children grow their own food, such as cress, helping them to learn where food comes from. After meals, children take a flannel to wash their face in front of the mirror, and later the childminder encourages them to brush their teeth, talking about the importance of oral health. All children, including younger or less confident children, can participate and feel secure.

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Children's welfare and wellbeing Expected standard

The childminder recognises when younger children are tired and provides a quiet space for them to nap. She uses a monitor and checks on them regularly to ensure their safety. She demonstrates strong leadership by organising her assistant to complete the school run so sleeping children are not disturbed, enabling them to rest to support their emotional wellbeing.

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Curriculum and teaching Expected standard

The childminder has an effective overview of her curriculum and how to plan and implement this successfully to support children's development. She focuses on encouraging children's personal skills in preparation for their next stage of learning, including school. The childminder actively supports children's independence. Children develop resilience in managing their personal needs and opening packets at mealtimes. The childminder provides children with sufficient time to practise these. Older children demonstrate these skills securely. Where needed, the childminder supports younger and less confident children but equally encourages them to have a go first to ensure every child can make progress. She is committed to delivering an inclusive curriculum and generally adapts her teaching so that all children can participate and succeed. However, at times, the childminder does not consistently consider younger children in whole-group activities to help them remain

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Curriculum and teaching Expected standard

engaged and focused. Although she interacts with them, she does not always consider how to involve them within the group, which mostly focuses on supporting skills for older children.

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Curriculum and teaching Expected standard

Children develop effective language skills. They communicate their wants and needs positively. Younger children successfully join two words together and copy the childminder when she introduces key vocabulary. Older children speak in full sentences, explaining what they are doing. The childminder encourages children to speak openly and to say if they do not understand. For example, when the childminder asks a question, children confidently say 'I don't know', and she simplifies her language accordingly.

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Inclusion Expected standard

The childminder's early identification of children's needs and targeted support has a clear impact on their progress. Children with special educational needs and/or disabilities, those who are disadvantaged, or those facing barriers to learning are fully included and supported to achieve well. The childminder works closely with parents and other professionals. For instance, where she identifies gaps in children's speech development, she recommends that parents take their child to their general practitioner for a hearing test. She also ensures health visitors receive the required progress check and actively uses strategies to close gaps in children's development. For example, she builds daily songs and shared stories into her routine to support children's developing communication skills.

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Inclusion Expected standard

The childminder considers and uses funding effectively to ensure children's needs are prioritised. She has developed both an indoor and outdoor space to further extend children's physical skills regardless of weather conditions. Outdoors, children benefit from the large equipment, rope ladder and slide, where they navigate how to climb safely. Indoors, they practise their hoops skills on the astro turf, finding different ways to roll, count and jump inside them. The childminder monitors the impact of funding on children. Children demonstrate the progress and achievement they make in their core strength, coordination and balancing skills.

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Leadership and governance Expected standard

The childminder demonstrates strong strategic leadership and has high expectations for all children. She evaluates her practice regularly, identifying strengths, such as the extended learning environment that enhances children's physical development. She has established effective partnerships with parents. Written feedback from parents highlights the positive collaboration and the progress their children make. The childminder actively encourages parents to support learning at home. For example, she shares information about stages of pencil grip, which children then practise outdoors using brushes and water to create lines and patterns.

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Leadership and governance Expected standard

The childminder shows effective governance by reviewing her provision, monitoring the impact of teaching and ensuring statutory requirements are consistently met. Professional learning is prioritised. The childminder and her assistants attend regular training and reflect together on how new knowledge can improve outcomes for children. For instance, they now use visual props and familiar stories to support sequencing, extending this through conversations that help children talk about their experiences using a clear beginning, middle and end.

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Leadership and governance Expected standard

The childminder identifies areas for further development, including additional training to support children with special educational needs and/or disabilities. She has already enhanced her provision by creating an indoor classroom to offer a quiet space for children who require one-to-one support. This space is used to develop key skills such as scissor control and sustaining attention.

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Leadership and governance Expected standard

Morale is high and the childminder promotes wellbeing effectively. She works closely with her assistants to share workload and maintain a supportive, professional environment. She ensures they understands their role fully and provides them with ongoing guidance to further strengthen their high-quality interactions with children.

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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 thoroughly enjoy their time with the childminder. She welcomes families warmly and values their contributions. She listens to children's experiences from home and involves them in decision making, such as talking about their pets or sharing family events. Children show enthusiasm and a positive attitude to learning. They benefit from the supportive and caring childminder, who is an effective role model and promotes positive behaviour. Children have formed close relationships with her. Equally, children enjoy the company of their peers,

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About this setting

playing cooperatively and working as a team. For instance, children cooperate by helping one another to tidy away the toys.

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About this setting

Children make typical progress from their starting points and the childminder knows what she wants children to learn. She plans her curriculum well, ensuring children benefit from a wide range of experiences to support their development. Physical development, for example, is a key focus. Children benefit from the large indoor 'arena' where they practise their jumping, hopping and running skills to support their coordination. They learn how to navigate space and be aware of others to support their understanding of safety. The childminder sensitively supports children who may face barriers to learning by encouraging them to join in and provides ample praise to develop their confidence and self-esteem. She values children's uniqueness, celebrating their talents and strengths. These skills help children to take part in group activities when they start school.

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About this setting

Children attend regularly as the childminder promotes the importance of attendance to support children's development. She encourages punctuality in preparation for when children start school. As children attend frequently, they feel safe and secure in the childminder's home and settle immediately.

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Next steps

The childminder should adapt planning and the implementation of the curriculum for younger children to help keep them engaged. The childminder should help children to consistently follow instructions to further support their understanding.

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About this inspection

The inspector spoke with the childminder, her assistant and the 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. Unique reference number (URN): 2755858

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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

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 .

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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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