Childminder

Childminder

Unique reference number (URN): 2751129 Registered with Ofsted: 30/11/2023 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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Children's welfare and wellbeing Strong standard

The childminder pays close, careful attention to children's physical and emotional health and wellbeing. She implements highly valuable 'circuit' learning sessions that promote the importance of children 'exercising, organising and calming' their brains. The childminder expertly leads these active sessions, which help children feel calm and regulated. This mindful approach to learning helps all children develop important life skills for the future. Children with developmental delay benefit greatly from these calming and regulating opportunities when they experience frustration.

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Children's welfare and wellbeing Strong standard

The childminder skilfully promotes children's health through firmly embedded routines and interesting activities. She works with children and their families to promote oral health and helps children understand the importance of regularly brushing their teeth. The childminder provides healthy snacks and meals for the children in her care. She talks with the children about their health and encourages them to try a variety of fruits and vegetables. The childminder recognises that extending opportunities to plant and grow vegetables in the garden may build children's enthusiasm for preparing and eating healthy foods.

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Children's welfare and wellbeing Strong standard

Children develop a secure knowledge of the importance of personal hygiene through firmly embedded routines. Even the youngest children follow the clear expectations of handwashing. Children understand their own physical needs, such as nose wiping, and the childminder respects children's privacy during toileting and nappy changing routines. This helps children to feel extremely comfortable and secure as they engage in their personal care.

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Achievement Expected standard

All children make good progress from their starting points and achieve well. Children develop as interested learners who are keen to access a variety of opportunities. They learn to play cooperatively with others and understand the importance of taking turns with their peers.

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Achievement Expected standard

Children delight in sharing books and enjoy trips to the library. Children develop as confident communicators, engaging in social interactions with their peers through play and at mealtimes. They become independent as they take on tasks, such as pouring drinks and selecting fruit.

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Achievement Expected standard

Children achieve a high level of awareness of their physical needs. They know when their noses need wiping and go straight to the bin to dispose of the tissues, then wash their hands. Children develop sound mathematical knowledge and engage in routine opportunities to count and sort. They competently estimate how many bricks they need to build a tower. Children achieve well and develop the skills and attitudes to learning needed to feel well prepared for the next stage of their education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates an environment that supports children in making positive behaviour choices and in understanding the impact of their actions. This underpins positive and cooperative relationships with others. Children enjoy spending time with their peers, and the childminder ably supports the development of early friendships, equipping children with important social skills for the future.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a good role model for kind and caring interactions. She listens to children's frustrations and skilfully helps them to resolve any challenges. The childminder adapts her interactions with children to meet their developmental needs. She ensures that instructions are clear, and on occasions, uses sign language or visual cues for children who benefit from further support.

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Behaviour, attitudes and establishing routines Expected standard

The childminder actively supports children in asking for help and promptly assists them, helping to avoid high levels of frustration. Children listen carefully to the childminder and respond to her instructions. For example, they are keen to help put toys back where they belong before snack time. The childminder praises children for their actions, fostering a positive environment in which they feel valued.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes routines that help children to understand what is happening next. This helps them to feel secure. Children respond promptly to the childminder's instructions and practise their skills as she gives them time to carry out tasks independently. For example, even the youngest children pour their drinks, developing good hand-eye coordination.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents and carers to establish good attendance and punctuality habits. She supports children to understand the importance of arriving on time and puts this into practise, for example, when visiting the local care home to share lunch with the residents.

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Curriculum and teaching Expected standard

Children benefit from a well-designed, inclusive curriculum that supports their individual learning styles. The childminder uses her sound knowledge of each child to plan for their learning. She works closely with parents when children start attending to gather information. The childminder uses this effectively to help children feel settled and secure. She recognises the importance of emotional wellbeing and secure attachment in helping children feel ready to access the whole curriculum.

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Curriculum and teaching Expected standard

Children enjoy spending time in the outdoor play space. While they develop their physical skills, climbing in and out of wheeled toys, painting with large brushes and waving bubble wands, the outdoor curriculum is not yet as ambitious as the learning that takes place indoors. Experiences are not stimulating enough to fully extend children's development across all areas of learning. Children benefit from high-quality interactions where the childminder pays close attention to their verbal and non-verbal communication. The childminder provides appropriate support when she sees children becoming frustrated, offering gentle encouragement to persevere. For example, she promotes hand-eye coordination by modelling and then appropriately supporting children in opening tubs containing materials.

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Curriculum and teaching Expected standard

Children develop as engaged and interested learners who are keen to explore their own ideas. This is not yet fully extended by the childminder. For example, she does not tailor her teaching effectively to support children further when they develop a deep interest in 'enveloping' the construction blocks in pieces of fabric.

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Curriculum and teaching Expected standard

Children develop into confident communicators. The childminder creates a language-rich environment that promotes children's understanding. She narrates children's play, helping them to make connections between words and actions. The childminder adapts and adjusts her communication to meet the individual needs of the children. She weaves mathematical concepts through her provision, maximising opportunities for children to enjoy maths learning through daily routines. For example, children are keen to identify the different shapes and sizes of the fruit they eat at snack time.

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Curriculum and teaching Expected standard

Children enjoy creative story times and particularly delight in using story props. The childminder skilfully holds children's attention as she shares a familiar story with them. She creates excitement and anticipation as she turns the pages, and children remain highly engaged for a prolonged period, helping to develop their listening and attention skills. The childminder ensures that children's voices are heard, and she consistently responds positively to their thoughts and ideas.

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Inclusion Expected standard

The childminder creates an inclusive and responsive learning environment where every child is recognised as an individual with unique characteristics. She takes time to observe children closely, using clear assessment to identify any barriers to learning at the earliest opportunity. When the childminder identifies gaps in children's development, she initiates sensitive conversations with parents or carers. This ensures that families feel respected and involved in decisions impacting their children. This collaborative approach enables children to access the right support promptly, helping them to make sustained and meaningful progress.

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Inclusion Expected standard

Children with any communication or language delay benefit from the childminder's skilful interactions. She models rich vocabulary, gives children time to process their thoughts and uses open-ended questions to extend their thinking. The childminder works in close partnership with parents to share strategies that they can adopt at home to ensure continuity of learning.

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Inclusion Expected standard

Children who are known to social care make good progress. The childminder ensures that children benefit from healthy routines and works closely with families to offer appropriate support. The childminder is engaged in support from external agencies to help children to achieve and thrive.

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Inclusion Expected standard

The environment is organised to promote independence and participation for all children. The childminder's inclusive ethos ensures that every child feels valued and capable. By adapting activities, reducing barriers and celebrating diversity, she creates a setting where children develop a strong sense of belonging and are well prepared for the next steps in their learning.

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Leadership and governance Expected standard

The childminder works in a respectful partnership with another childminder. Together, they regularly reflect on the provision and discuss how to continuously drive improvement. They work together effectively and endeavour to meet the individual needs of the children in their care. The childminder adopts a professional approach to managing her workload and ensuring robust systems that underpin her provision. For example, the childminder operates an effective key-person system, which helps her develop secure, trusting relationships with the parents and carers of her key children.

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Leadership and governance Expected standard

Parental partnership is a priority for the childminder, and she supports families wherever possible. For example, the childminder is helping children who will be moving to a new location to feel prepared and secure about the transition.

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Leadership and governance Expected standard

The childminder continuously identifies ways to extend her skills and knowledge. She has recently completed a professional development programme and identifies how this has had a positive impact on her practice, for example how weaving mathematical language into daily routines can increase children's enjoyment of learning.

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Leadership and governance Expected standard

The childminder develops positive connections across the local community. She plans visits to the library and local parks with the children. Children delight in visiting a local care home where they have built warm relationships with the elderly residents.

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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 in this setting experience a warm, nurturing environment where they quickly feel comfortable, safe and secure. The atmosphere is calm, predictable and thoughtfully organised, allowing children to settle with confidence and develop a strong sense of belonging. Routines are consistent and clearly communicated, helping children to achieve well and understand what will happen next. This offers children the reassurance they need to explore and learn at their own pace. Children benefit greatly from a robust and carefully planned induction process. From the very beginning, children and their families are welcomed with genuine interest and sensitivity. The childminder takes time to get to know each child as an individual, learning about their routines, preferences and comfort items. This personalised approach helps children to form secure attachments, as they feel understood, valued and supported. Parents and carers are encouraged to share information

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

openly, creating a successful partnership that reinforces children's emotional security.

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

Children demonstrate positive attitudes to learning. They are keen to get involved in play with the childminder and their peers. Children confidently select resources to extend their play. For example, when the childminder provides fabric for children to explore different textures, they become fascinated with 'enveloping' and wrapping up the construction bricks. While the childminder supports this play, she does not tailor her teaching to fully extend children's exploration of learning, in order to deepen their understanding.

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

Children develop positive and trusting relationships with the childminder and their peers. They actively invite others into their play, and the childminder nurtures the development of early friendships. Children care for others and are keen to help their friends. For example, even the youngest children find their friends to return belongings to them when they leave their sunglasses in the garden.

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

Together with the childminder, children also explore the local community. They regularly visit a local care home, and the children have built positive relationships with the residents.

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About this setting

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

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Facts and figures used on inspection

Children also delight in visiting the library, experiencing new stories and choosing books.

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Next steps

The childminder should tailor her teaching in response to children's different learning styles to fully extend their development and deepen their understanding even further. The childminder should review and strengthen the outdoor curriculum to enhance learning opportunities and ensure that children access experiences across all 7 areas of learning, in order to help them make the best progress.

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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 at the early years foundation stage. 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. 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 .

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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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