Childminder

Childminder

Unique reference number (URN): 2773974 Registered with Ofsted: 16/01/2024 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 childminder sets clear and precise expectations for how children behave and applies these consistently and fairly. Children show exemplary behaviour as they impressively follow these rules and boundaries, often without being prompted. They interact extremely well with others and show true kindness as they respect everyone's contributions. It is evident that long-lasting friendships are formed among them. The childminder teaches children to recognise different emotions and they frequently share what makes them happy, such as when it is sunny and they look forward to playing in the garden. She also sets robust expectations around attendance and punctuality, ensuring parents and carers notify her of absences and arrive on time so that daily experiences are maximised. In order for children who speak English as an additional language to understand the well-established routines, the childminder helps them by using key words in their home languages.

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Behaviour, attitudes and establishing routines Strong standard

The dedicated childminder consistently communicates with parents and carers to follow routines that are similar at the setting and at home. For instance, she works closely with parents to support children who may be experiencing changes at home. In addition, she shares vital strategies that successfully influence children's positive attitudes to learning, such as encouraging parents to share books at home as part of their bedtime routines. As a result, children readily demonstrate their genuine love for stories and exploring books on their own. They sit engrossed in their favourite books and recall phrases from the story, concentrating for extended periods of time.

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Children's welfare and wellbeing Strong standard

Children's care needs are very well considered, such as in the way the childminder organises her provision, where each child's interests are represented. The childminder speaks with great pride about the progress children who face barriers to their learning have made, as a result of the effective support in place. Children show wonderful levels of confidence and resilience as a result of the continued praise and shared celebrations, such as when readily managing their self-care needs. Children feel a true sense of belonging as they move freely and with purpose, indoors and outdoors, in their independent and collaborative play.

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Children's welfare and wellbeing Strong standard

The childminder skilfully broadens children's learning to ensure a secure and embedded understanding about the impact of different foods, exercise and hygiene routines. For example, she supports children to brush their teeth in a logical sequence after lunch. Children understand why this is important and say brushing their teeth means the 'germs' do not stay on their teeth.

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Children's welfare and wellbeing Strong standard

Children's wellbeing and welfare are given the utmost importance, such as when the childminder sensitively follows children's personal routines at their pace. She supports parents and carers to teach children to be toilet trained with great success. This gradual and shared approach makes a positive difference to children as they get ready for their eventual move to school.

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Achievement Expected standard

Children make steady progress in their learning and development. They engage positively with their peers, where they share and take turns. For example, children of all ages demonstrate their fine motor skills as they work together to build large structures using construction blocks. They contribute their own ideas and build on these together. When the structure occasionally collapses, they respond with laughter and then determination, rebuilding it while considering how to create a more stable base.

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Achievement Expected standard

Through activities, such as sharing books, singing songs and modelling language, older children and those who started the setting with little English, use simple words, phrases and short sentences to express themselves. This demonstrates that, for children who speak English as an additional language, initial gaps in their English language development are closing. However, the childminder does not extend children's learning of new vocabulary or deepen their understanding of topics she introduces. For instance, when describing insect toys children already know, they use mathematical language, such as 'big' and 'small', which they already know well. As a result, while children make steady progress overall, there are times when opportunities to further stretch their thinking and use more detailed language are not fully acted on, hindering children's best possible progress.

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Curriculum and teaching Expected standard

Overall, the childminder designs a curriculum that supports children to make ongoing progress in their learning. Children experience a broad range of planned sensory and creative activities each day, alongside opportunities to select resources for their own self- chosen play. Key areas of learning, including physical, personal, social and emotional development, are generally tailored to children's individual needs.

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Curriculum and teaching Expected standard

Communication and language are given priority. The childminder regularly shares books to introduce topics, such as minibeasts and seasons. However, the childminder does not always make the most of her secure knowledge of what children already know to challenge their thinking, extend their language and broaden their understanding of the world. For instance, when reading rhyming books about bugs, rich and descriptive language linked to the features of minibeasts is not fully explored or revisited. Similarly, during related sensory activities with toy bugs, soil and magnifying glasses, the focus for children tends to remain on naming already familiar insects.

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Curriculum and teaching Expected standard

In general, the childminder adapts her teaching to meet the needs of children who face barriers to their development, including those who speak English as an additional language. She seeks guidance from external professionals and implements effective strategies to support children's understanding and acquisition of English. For example, the childminder uses visual aids to help these children follow daily routines and works closely with parents to learn key words in their home language. This helps children to feel included, valued and secure.

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Inclusion Expected standard

The childminder identifies children who may be at risk of falling behind in their development, including those who are new to the setting, speak English as an additional language or require support to follow routines consistently. Typically she uses ongoing assessments to understand what children know and can do, helping her to recognise when they may be finding it difficult to fully access routines and activities. Through repetition and practice, all children are familiar with daily circle time and participate in discussions. Those who initially needed extra help, for example, to talk about the weather, now share how excited they are to go in the garden because it has stopped raining.

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Inclusion Expected standard

Overall, the childminder works in close partnership with parents and carers and relevant professionals to support children who face barriers to their learning. This includes engaging with specialist services in the local authority. However, the childminder does not consistently make the most of opportunities to further deepen her knowledge and enhance her practice.

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Inclusion Expected standard

In general, the childminder plans engaging learning experiences that reflect children's interests and individual needs. For example, she organises visits to the local library, where children access a wide range of books and take part in storytelling and singing sessions. The childminder is also proactive in supporting family's changing circumstances. This helps to maintain children's regular attendance and continuity in their learning.

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Leadership and governance Expected standard

The childminder strives to offer children and families the best service and learning experiences. She liaises with parents and carers to get to know children's needs and routines and shares children's achievements with them. Parents compliment the childminder, valuing the ongoing support she provides, especially around developing children's management of their self-care routines. Positive interactions with families help children to feel safe, valued and supported, such as when embracing and celebrating children's home traditions at the setting.

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Leadership and governance Expected standard

The childminder has a clear understanding of her strengths and is keen to constantly improve her provision. While she keeps her knowledge of early years legislation up to date, she does not reflect precisely enough on areas to drive improvement. For example, she is yet to review her practice to identify priorities for further professional development. The childminder does not always plan sharply enough or implement more tailored support for individual children to achieve to their full potential. Despite this, children progress well in their physical, personal, social and emotional development.

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Leadership and governance Expected standard

The childminder is mindful of her own workload and has rearranged her operational hours to accommodate her mental and physical wellbeing. She knows where she can seek support and help from if needed, and has acted on previous guidance successfully for children who speak English as an additional language.

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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 behave extremely well and are very content in the childminder's nurturing, safe and well-organised setting. They form secure, trusting relationships with the childminder and confidently seek support when required. Their confidence and independence when playing alone or with their friends is a real strength. Children naturally come together to play collaboratively. For example, when engaged in shared play, they cooperatively build large structures with construction toys, taking turns to add pieces and develop their ideas together. Overall, the childminder provides a progressive curriculum to meet the needs of children, equipping them with the essential knowledge and skills for future learning. She is quick to identify any emerging gaps in children's development and is particularly effective at supporting each child to improve their physical, personal, social and emotional development. Adult-led activities are frequently inspired by seasonal themes, such as spring, where

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

children grow vegetables and draw on their previous learning of weather changes, and recognising different minibeasts. Monitoring children's progress helps to provide additional support for those who face barriers to their learning. This is particularly effective for children who speak English as an additional language, enabling them to settle with ease and understand the childminder's well-established routines and high expectations. As a result, children develop a keen sense of belonging and feel welcomed and valued.

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

Children gain impressive self-care skills, for instance competently and independently putting on their coats and shoes before going outside. They take great pleasure in riding wheeled toys, demonstrating good physical control and coordination. Their self-esteem continues to flourish, as seen when they beam with pride in response to the childminder praising them. This is further enriched through the celebration of children's individuality and family backgrounds, with the childminder working in partnership with parents and carers to develop everyone's understanding of the diverse cultures and home languages represented at the setting.

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

Children's regular attendance is promoted by working closely with parents, supporting their steady progress. Arriving on time is effectively addressed, ensuring children benefit from being involved in the wide range of first-hand experiences on offer, including outings in the local community.

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Next steps

The childminder should strengthen her professional learning and evaluate her provision more precisely to identify areas for development and drive improvement more effectively. The childminder should plan adult-led activities with clear focus on each child's age, stage of development and what she wants to teach next to support more rapid progress. The childminder should carefully consider ways to challenge children's thinking further and allow them the time to provide more detailed responses.

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About this inspection

The inspector spoke with the childminder, children and parents 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 : 09:00 - 15:15

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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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