Childminder

Childminder

Unique reference number (URN): 2652844 Registered with Ofsted: 25/11/2022 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

Children demonstrate their positive attitudes to learning appropriately, trying new tasks and showing resilience. They demonstrate concentration skills as they attempt to do up clips on pushchair straps and are confident to ask for help when they need it. They take off their coats and shoes and put them in the designated places, practising their independence skills and showing a sense of belonging. Children follow hygiene routines, attending to their toileting needs, washing their hands, feeding themselves and wiping their face after they have eaten.

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Achievement Expected standard

Children respond to questions and extend their vocabulary and sentences by using new words and talking about their experiences. All children make progress and typically achieve the necessary skills and knowledge to lay the foundations for future learning, and in preparation for school. The childminder promotes a culture of inclusion and has high expectations. This supports all children including those with special educational needs and/or disabilities (SEND) to make the best possible progress.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a daily plan and provides a positive environment for children to learn and play. She engages all children in conversations throughout the day and gives information and timings about what is happening next appropriate to their age- and stage-of development. On occasion, children are not supported to follow instructions effectively, such as when asked to help to tidy up or to join the childminder for singing time. This does not help them to consistently understand expectations or to begin to take some responsibility.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children behave well. They use manners, share resources with their peers and remain focussed in their choice of activity. The childminder uses praise and encouragement and reinforces positive behaviour. She encourages children to talk about their feelings and become aware of how their actions can affect others. The childminder works with families to promote attendance and follows up on any absences to support children's wellbeing. The childminder is inclusive in her approach to managing behaviour. She tailors her practice to meet children's individual needs and stage of development. she gives gentle reminders and supports all children in learning to share resources and take turns with their peers.

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Curriculum and teaching Expected standard

The childminder has made improvements to her curriculum since the last inspection. She has increased her knowledge of child development and has a better understanding of what children need to know and understand to prepare them for future learning. This includes meeting children's individual needs and making any necessary adaptations for any children with barriers to their learning. The childminder observes children as they play and finds out about their interests. She uses this information to build on their existing skills and plans her curriculum to promote children's knowledge across the different areas of learning. For example, to help children develop their small-movement skills, she encourages them to use

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Needs attention

scoops and spoons to transfer dried rice and lentils between dishes, as they pretend to make meals in the role-play area.

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Needs attention

The childminder typically encourages and enhances children's communication and language development effectively. She repeats words, introduces new vocabulary and asks questions to extend thinking. Children enjoy singing and sharing stories and talk in detail about things they see in the environment. Children show delight at finding snails and talk about their previous experiences. Children embed their understanding of number as they press buttons in a lift and count balls, for instance. The childminder teaches children about road safety, as they stop and look for any traffic before crossing the road.

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Inclusion Expected standard

The childminder provides a typically inclusive environment where she values children's individuality. She gets to know children well and generally has high expectations, helping all children progress well from their starting points. The childminder completes mandatory progress checks for children aged between 2 and 3 years. This supports her to identify and assess any gaps in learning, support children's strengths and address any areas where extra support is needed. The childminder shares these reports and any concerns with parents and carers.

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Inclusion Expected standard

The childminder has experience of working with children with a range of special education needs and/or disabilities (SEND). She understands the procedures for seeking advice and making referrals to other professionals. This helps all children receive any additional support and funding to close any gaps in their learning and support expected progress. The childminder adapts her practice to support children with SEND or other barriers to their learning. For example, she sits at children's level, uses some sign language and visual cues to support children to communicate more effectively and make their needs known.

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Children's welfare and wellbeing Needs attention

Although the childminder understands guidance around safe eating, such as consistently keeping children within sight while eating, she does not always follow this rigorously. The childminder is aware of children's dietary needs and food preferences and prepares nutritious home-cooked meals. She helps children to make healthy food choices and encourages them to drink water regularly. The childminder promotes daily time outside to support their physical development and mental wellbeing.

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Children's welfare and wellbeing Needs attention

The childminder builds secure attachments with the children in her care. She is generally attentive to their changing needs and provides cuddles and offers reassurance when needed. This helps children to feel secure and builds a sense of belonging. The childminder supports all children to learn about their feelings and manage their emotions. She gives gentle reminders and helps children to take turns. This enables children to increase their social skills and strengthen their friendships as they develop an understanding of themselves and others. Children including those with special educational needs and or disabilities (SEND) are encouraged to become more independent as they practise their self- help skills. They are supervised and shown respect as they attend to their toileting needs and wash their hands.

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Leadership and governance Needs attention

The childminder's practice is not consistently supportive of children's welfare and wellbeing during mealtimes. The childminder has not yet fully established effective partnership working with parents and carers or other settings children attend. She identifies children's next steps in learning but does not consistently share these with parents alongside ideas to help them continue learning at home. Information sharing with other settings children attend is not yet consistently embedded to improve the quality of care and learning for all children.

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Leadership and governance Needs attention

The childminder gathers information from parents when their children first start and provides regular updates on their routines, activities and wellbeing. She also completes progress checks and discusses any concerns, appropriately. She understands how to adapt her teaching to support children who speak English as an additional language and children who have special educational needs and/or disabilities.

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Leadership and governance Needs attention

The childminder has been working with her local authority since her last inspection and has addressed some of the previous actions and recommendations. The childminder has completed some training to enhance her knowledge and skills and has evaluated her practice. This has resulted in improvement to the delivery of the curriculum. The childminder has also made changes to her practice by placing high priority on supporting children's communication and language development. The childminder uses open-ended questions and gives children time to think and respond to questions, for instance.

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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's welfare in not fully supported as the childminder does not ensure she consistently follows the requirements for safer eating. She does not ensure all children are within sight and hearing whilst eating to help prevent any choking hazards. Children do not benefit from a shared care approach to their care and learning at the childminders as the childminder has not developed effective partnerships with parents and other settings children attend. Children arrive at the childminder's home, happy to start their day. They confidently say goodbye to their parents and carers and demonstrate their independence as they take off their shoes and coats. The childminder provides a warm and friendly welcome, helping children to feel safe and secure. She routinely checks on children's wellbeing and any changing needs, making sure she can support them well each day.

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

Children keenly engage in a broad range of activities which support and enhance their learning across the curriculum. They enjoy spending time in a local playground where they use equipment to practice their climbing skills and kick balls to enhance their coordination. Children develop their curiosity as they find snails, ants and wildflowers in the garden. They use magnifying glasses to look at the different sizes and talk about different features they see. Children blow dandelion seeds in the wind and watch a gardener cut hedges, promoting their appreciation of nature and the world around them.

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

Children count and learn about speed and direction as they learn how to work the see-saw together. This builds their early understanding of mathematics. Children enjoy mark making and drawing flowers, naming shapes and colours. They identify and describe the fruits they eat at snack time. Children enjoy spending time with their peers and learn to take turns and share resources. They dance and sing together, promoting social interaction and fostering positive relationships. The childminder supports families to promote regular attendance which helps lay positive foundations for future learning.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following action by the assigned date:

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Action Completion Date

ensure safe eating guidance is followed consistently, particularly that children are always in sight and hearing while eating 05/06/2026

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Action Completion Date

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

ensure partnership working with parents, carers and other settings children attend is consistent and fully supports children's learning and next steps 05/06/2026

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Action Completion Date

The childminder should strengthen routines to help children understand what is expected of them and why to maintain high expectations for behaviour and attitudes.

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About this inspection

The inspector spoke with the childminder, parents, carers 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 as the early years foundation stage. Type: Childminder

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About this inspection

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

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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

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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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