Childminder

Childminder

Unique reference number (URN): 2754735 Registered with Ofsted: 05/12/2023 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 Strong standard

Children progress through the curriculum exceptionally well. The childminder introduces new vocabulary, models language in context, asks questions and supports children to revisit prior learning, enabling them to build securely on what they already know.

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Achievement Strong standard

Children enjoy celebrating their achievements and thrive on regular praise. This helps children to develop a positive attitude in their learning, including their own abilities. Children confidently demonstrate independence skills as they make transitions in their routine. For example, children show enthusiasm to tidy their toys away, set up and tidy away their snack, becoming well prepared for their next stage of learning.

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Achievement Strong standard

The childminder collates information to help her understand children's different starting points. The childminder uses this information to plan and prepare children for their next stage of development. Consequently, children make excellent progress because well- planned, individualised interventions effectively reduce barriers to learning and enable them to thrive.

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Children's welfare and wellbeing Strong standard

The childminder demonstrates a thorough and well-embedded knowledge of supporting children's welfare and wellbeing. Children have built secure attachments with the childminder and show that they enjoy attending and feel secure.

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Children's welfare and wellbeing Strong standard

Children enjoy strong, trusting relationships with the childminder and show they feel secure and happy in the setting. Children spend a lot of time outdoors and are physically active. They benefit from learning about living healthy lifestyles, such as healthy eating.

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Children's welfare and wellbeing Strong standard

Children settle very well because the childminder collects detailed information from parents and maintains familiar routines, which provide reassurance and support smooth transitions.

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Children's welfare and wellbeing Strong standard

Children's independence is well promoted. All children, regardless of age, are encouraged to try tasks such as wiping their own nose and washing their hands afterwards and are supported when needed to ensure their wellbeing. They confidently take responsibility for simple tasks. For example, children find their own coats and shoes and put them on for outdoor play, building important self-care and life skills. The childminder promptly offers comfort, praise and reassurance whenever needed.

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Inclusion Strong standard

The childminder has excellent knowledge of how to support children who experience barriers to their learning. She uses observation and assessment, as well as working closely with parents, to identify children's development needs and uses this information to put targeted support in place quickly. Her confident and knowledgeable approach ensures that activities are thoughtfully adapted so every child can participate fully. Consequently, children

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Expected standard

with any barriers to their learning access the full curriculum and make sustained progress in their learning and wellbeing.

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Expected standard

From the outset, the childminder liaises closely with parents regarding any adaptations or adjustments that may enhance their children's experiences. The childminder consistently provides support for families, ensuring that they feel confident and well supported. Her proactive communication and thoughtful approach help parents feel fully involved in their child's learning journey. This close partnership strengthens consistency between home and the setting, resulting in improved outcomes for children.

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Expected standard

The childminder continues to develop her knowledge of how to promote and support the individuality of each child. Her ongoing learning and reflection gives her the knowledge and skills to meet all children's needs, including those who have speech and language delay.

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Leadership and governance Strong standard

The childminder shows a clear dedication to continuous professional development. She regularly engages in a variety of training courses that encourage effective reflection and deepen her understanding of child development. For example, the childminder shares how she plans to attend training to support children's speech and language development.

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Leadership and governance Strong standard

The childminder demonstrates a secure knowledge of her role, including her responsibilities around safer recruitment, helping to ensure that robust procedures are in place to safeguard children.

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Leadership and governance Strong standard

The childminder works well with others. For instance, she holds weekly reflective meetings, which offer opportunities to evaluate the provision, support wellbeing and identify when additional help or shared responsibilities are needed. This collaborative approach ensures all are supported and secure in their roles.

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Leadership and governance Strong standard

Strong partnerships with parents are a key strength. The childminder keeps parents updated through detailed observations, assessments, daily diaries and shared photographs. Parents comment very positively on their experiences, particularly valuing the clear communication about their child's development and daily activities. This effective information-sharing helps parents feel respected and builds strong, trusting relationships.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She has developed caring relationships with children and knows each child's unique needs. The childminder sets clear boundaries and has developed routines to help children understand what is happening next. For example, children tidy away their toys ready for mealtimes without prompting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of good attendance and punctuality. She promotes this and is currently working to strengthen parents' engagement with attendance moving forwards.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive behaviour effectively, helping children to understand expectations and the reasons behind boundaries in a calm and consistent way. Children develop positive social skills as they play, learning to cooperate, share and take turns. They demonstrate respect towards the childminder and one another. Older children show increasing independence and kindness, for example helping their peers by pouring drinks at snack time.

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Curriculum and teaching Expected standard

The childminder has an accurate understanding of her ambitious curriculum that meets the needs of the children. She knows the children well and usually adapts teaching to reflect their interests, routines and stages of development to ensure that they continuously make progress from their starting points.

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Curriculum and teaching Expected standard

The childminder has a particular curriculum focus on communication and language. She utilises discussions with children to build on their listening and language skills. Children are beginning to develop early literacy skills. For example, the childminder uses flashcards to teach children about the letters in words, and children take an interest in practising early writing. However, on occasion, the childminder does not teach children about the sounds that letters make to help them further excel in this area.

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Curriculum and teaching Expected standard

Children develop their understanding of the world through familiar stories and interactive experiences. For instance, the childminder provides engaging activities that help children learn about farm life, including identifying animals and their offspring, as well as exploring different vegetables through hands-on play and discussion. She asks children questions to help build on their knowledge and understanding.

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Curriculum and teaching Expected standard

Children are supported to safely explore climbing frames, including using ladders, which helps them build confidence and develop their physical skills. These experiences strengthen their coordination, balance and muscle 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 at this setting are happy, settled and well cared for. They move freely between the indoor and outdoor spaces, exploring activities with excitement and developing confidence and independence. The friendly, welcoming atmosphere supports high levels of engagement and a strong sense of belonging.

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

Children achieve through a well-considered curriculum that supports their learning and development. They engage in imaginative play, group activities and creative experiences that build communication and their knowledge and understanding of the world around them. For example, children enjoy learning about farm animals by matching adults to their babies, such as cows to calves, goats to kids and chickens to chicks. They are encouraged to say and repeat the new words, developing their vocabulary and understanding of animal life cycles. The childminder uses effective teaching strategies to help children to recall prior knowledge and strengthen their language and memory. Furthermore, children are highly engaged when listening to stories and enjoy singing familiar songs. These activities support early literacy skills and help children develop a love of reading.

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

Children demonstrate they are extremely settled and happy in the childminder's care. She understands the needs of individual children and tailors her practice effectively to support their learning and development. The childminder has high expectations for behaviour, and children demonstrate positive attitudes to their learning. This enables children to build their understanding of expected behaviours.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this setting

Local authority: Kent Children thrive due to robust routines, clear expectations and effective leadership. The childminder considers children's wellbeing at all times and always puts their needs first. She monitors wellbeing and personal development, adjusting activities to meet individual needs. Systems for safeguarding children are effective.

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Next steps

The childminder should consider how to further strengthen children's early literacy skills and provide a more consistent approach to teaching. The childminder should further embed practices to support parents in improving attendance and punctuality, in order to secure measurable improvement and meet a strong standard.

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About this inspection

The inspector spoke with the childminder 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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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. 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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