Childminder

Childminder

Unique reference number (URN): 2785165 Registered with Ofsted: 02/05/2024 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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Inclusion Strong standard

The childminder has created an inclusive environment. She understands and supports children's individual needs, communication styles and confidence levels particularly well. The childminder gathers detailed information from parents and carers when children start. She uses ongoing assessment and regular discussions with families to help identify children's progress, interests and emerging needs.

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Inclusion Strong standard

The childminder works highly effectively with parents and external professionals to reduce barriers to children's learning and wellbeing. She adapts communication and routines carefully to help children to access play, routines and interactions successfully. The childminder uses sign language alongside spoken language. She provides regular opportunities for children to communicate throughout the day. The childminder uses additional funding thoughtfully to strengthen the communication-friendly environment.

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Inclusion Strong standard

The childminder has high aspirations for children with special educational needs and/or disabilities (SEND) and ensures they are fully included in routines, outings and interactions throughout the day. She provides resources, including toys and books, that reflect hearing differences, encourage listening, interaction and expressive language, while helping children to understand differences positively.

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Inclusion Strong standard

The childminder monitors children's engagement carefully and responds quickly when concerns arise. This helps children to receive consistent support and promotes continuity in their learning and wellbeing. Children with SEND participate confidently alongside their peers. The childminder works closely with parents, external professionals and other settings to support consistency in children's care, learning and development as they move on to their next stage.

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Achievement Expected standard

Children make appropriate progress from their starting points and develop the knowledge and skills they need for their next stage of learning. Children communicate confidently within familiar routines and experiences. They eagerly join in with stories, songs and conversations. Children begin to link books and discussions to their own lives and experiences.

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Achievement Expected standard

Children develop growing independence through daily routines. They are physically active each day and develop confidence as they climb, balance, run and explore outdoors. Children with special educational needs and/or disabilities make excellent progress. They benefit from support that helps them communicate, participate and access experiences alongside their peers. Children are generally settled and engaged during play and routines. However, they mainly play alongside one another and continue to rely on adult support during some turn-taking and shared play experiences.

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Behaviour, attitudes and establishing routines Expected standard

Children behave appropriately for their age and stage of development. Calm and predictable routines help children to feel secure and understand what is expected throughout the day. Children respond positively to familiar expectations during routines and outings. For example, they stand sensibly by the wall while the childminder moves the pushchair safely through the gate and confidently tidy away resources before snack time. The childminder monitors children's attendance carefully and follows up unexplained absences appropriately.

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Behaviour, attitudes and establishing routines Expected standard

Warm relationships help children to develop positive attitudes to learning. Children sustain attention during familiar stories, songs and conversations. They show curiosity about the world around them. Children listen carefully and join in enthusiastically with songs, actions and familiar routines.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children sensitively as they begin learning to share, take turns and manage frustrations. She reassures children calmly and helps them make alternative choices while waiting for resources. Children generally play alongside one another positively during play and routines. However, opportunities for children to engage in collaborative play and games are not yet consistently developed. As a result, children continue to rely on adult support during some shared play and turn-taking experiences.

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Children's welfare and wellbeing Expected standard

Children benefit from warm and responsive care that supports their emotional wellbeing effectively. The childminder knows children and their families well. She adapts routines sensitively to reflect children's individual needs. Children seek comfort and reassurance confidently when needed and appear emotionally secure within her care. Gradual settling-in arrangements and close communication with parents and carers help children to develop secure attachments and confidence within the setting.

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Children's welfare and wellbeing Expected standard

Daily routines support children's growing independence and physical wellbeing. The childminder supports children sensitively during care routines and responds quickly when children need reassurance, rest or support. Children benefit from regular outdoor experiences and physical activity.

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Children's welfare and wellbeing Expected standard

Children with special educational needs and/or disabilities benefit from consistent care and support that helps them feel included and valued. The childminder works closely with parents and professionals to help promote continuity in children's wellbeing and development. She promotes healthy snacks, outdoor play and physical activity throughout the day. However, while children are encouraged to eat healthy foods and remain active, opportunities to consistently help children understand why these choices support their health and wellbeing are less fully developed through discussion and the childminder's teaching.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that reflects children's interests, personalities and stage of development. She helps children to develop confidence, communication and independence through familiar routines and experiences. Children regularly access the local community and revisit experiences that build on what they already know and understand.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language effectively throughout the day. She reads stories enthusiastically, sings regularly with children and encourages them to think and respond through discussion. Children eagerly join in with familiar phrases and begin linking stories to their own experiences. The childminder introduces new vocabulary naturally through play and routines. For example, children learn words, such as 'cocoon', while revisiting previous learning about caterpillars and butterflies. The childminder also uses sign language and adapts interactions appropriately to support children's differing needs.

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Curriculum and teaching Expected standard

Teaching is responsive to children's care and emotional needs. The childminder adapts routines and experiences flexibly when children become tired, hungry or need reassurance. Assessment and ongoing discussion with parents help the childminder to identify children's progress and shape future experiences. However, the childminder has not consistently developed opportunities for children to engage in collaborative play and games. As a result, children continue to rely on adult support during some social interactions and turn-taking experiences.

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Leadership and governance Expected standard

The childminder demonstrates a reflective approach to her practice and a deep understanding of children's individual needs and development. She has created a calm and personalised environment where children benefit from consistent care, close relationships and meaningful experiences. Assessment and ongoing discussion with parents help the childminder to monitor children's progress and shape experiences around their interests, routines and stage of development.

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Leadership and governance Expected standard

Professional development is generally purposeful and linked to children's emerging needs. The childminder has completed a broad range of training, including communication and language, childhood deafness, special educational needs coordination and toileting support. She applies this knowledge effectively to strengthen children's experiences and reduce barriers to learning and wellbeing. The childminder also works closely with external professionals and other settings to support continuity in children's care, learning and development. However, the childminder has not enhanced her knowledge of how to consistently strengthen children's collaborative play and deepen their understanding of healthy lifestyle choices through her teaching and daily experiences.

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Leadership and governance Expected standard

Partnerships with parents and carers are positive and supportive. Parents describe the provision as nurturing. They value the childminder's communication, flexibility and understanding of their children's individual needs. Children benefit from regular opportunities to access the local community and develop confidence within familiar environments.

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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 arrive happily and settle quickly into the childminder's calm and welcoming home. Warm relationships and predictable routines help children to feel emotionally secure throughout the day. Children independently move around the environment and choose resources that interest them. They approach the childminder for reassurance, conversation and support. Children understand familiar routines well. For example, they confidently tidy away resources before snack time and independently collect their sun hats before outings.

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Inspector:

Holly Smith Regular attendance helps children to develop familiarity with routines, relationships and the local community.

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Inspector:

Children enjoy meaningful experiences that build on their interests and previous learning. They talk excitedly about butterflies hatching, recall the owl in the neighbourhood tree and remember that flowers 'sleep' before opening in the sunshine. Children revisit their previous learning through stories, songs, discussion and real-life experiences. During story time, children eagerly join in with familiar phrases, identify animals and talk about cuddling their own parents and carers. Children show an enjoyment of books and remain engaged in stories for sustained periods.

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Inspector:

Children develop growing independence through daily routines. They wash their hands, drink from open-top cups and are beginning to manage toileting routines for themselves. Children enjoy regular opportunities to be physically active outdoors. They run, climb, balance and explore at the park while the childminder supports them to take age-appropriate risks safely. Children generally play alongside one another positively during routines, play and outings. Children benefit from an inclusive environment where their individual needs are understood and supported well. The childminder works closely with parents and professionals to help children receive consistent support. Children with special educational needs and/or disabilities are fully included in routines, outings and play experiences. As a result, children appear happy, valued and secure within the setting.

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Next steps

The childminder should build further opportunities for children to engage in collaborative play and games to strengthen their social interaction, sharing and skills to regulate their emotions. The childminder should enhance opportunities for children to develop understanding of healthy lifestyle choices and balanced routines, including healthy eating, physical activity and screen use.

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About this inspection

The inspector spoke with the childminder 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.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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