Childminder

Childminder

Unique reference number (URN): 2750038 Registered with Ofsted: 27/10/2023 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 Expected standard

Children make good progress from their starting points. The childminder understands how children develop and adapts her practice as they grow. She plans activities carefully to support children in gaining the knowledge and skills they need across the areas of learning. For example, the childminder supports young children's early mathematics skills by counting and recognising shapes in stories, helping them learn through everyday interactions.

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Achievement Expected standard

Children develop age-appropriate skills, particularly in communication, physical development, and personal, social and emotional development. For example, children are encouraged to build their physical skills through planned opportunities that promote movement and challenge. The childminder places resources just out of reach to motivate children to stretch, move and build strength in a safe and supportive way. She also supports children to develop independence, such as drinking from their own cups, which builds confidence.

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Achievement Expected standard

Children, including those who may face barriers, are supported to achieve well. The childminder identifies next steps and works closely with parents. She also understands the importance of working with other settings and professionals, sharing relevant information to support smooth transitions, including when children move on to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets clear expectations for children's behaviour. She creates a calm and positive environment where children understand what is expected of them. She uses a nurturing approach. This helps children to learn right from wrong in ways that match their age and stage of development. For example, she gently reminds young children how to use equipment safely and supports them to make appropriate choices.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds warm and trusting relationships with children. As a result, children feel safe, settle quickly and show confidence in their play and interactions. They engage well in activities. Parents speak positively about the childminder. They value the consistent routines, flexibility and strong communication, which helps children feel secure.

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Behaviour, attitudes and establishing routines Expected standard

The childminder uses praise to reinforce positive behaviour and support children's self- esteem. She acts as a positive role model. For example, she explains risks, such as cleaning up spillages to prevent slipping, helping children understand how to keep themselves safe. She considers children's individual needs and adapts her approach, offering reassurance, comfort or space where needed to support their emotional development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of regular attendance and communicates with parents to support consistent routines. This helps children to settle, build secure attachments and develop positive attitudes to learning.

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Children's welfare and wellbeing Expected standard

The childminder provides a warm and welcoming environment where children feel safe, secure and valued. She builds warm and trusting relationships, helping children to form secure attachments. As a result, children settle quickly, show confidence and feel emotionally secure. The childminder knows children very well and is responsive to their individual needs and family circumstances, including adapting care to reflect routines at home.

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Children's welfare and wellbeing Expected standard

Self-care practices meet children's needs effectively. Daily routines, such as sleep and feeding, are tailored to each child. For example, the childminder follows familiar sleep routines, including preparing young children calmly for rest and carrying out frequent and regular checks. She works closely with parents to support consistency, including offering advice to support routines at home.

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Children's welfare and wellbeing Expected standard

The childminder supports children's physical development and healthy lifestyles. Young children take part in regular walks, outings and play opportunities that encourage movement and exploration. Mealtimes are positive experiences where children are supported to develop independence and communication, and healthy choices are promoted. Hygiene practices are secure and embedded in daily routines. The childminder teaches children about safety, for example explaining risks and taking action to prevent harm. She supports children to recognise and manage their emotions through reassurance, praise and a nurturing approach, promoting their overall wellbeing.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of her curriculum and how children learn. She plans responsively and uses her knowledge of children to build on their interests and support progress. She uses in-the-moment planning effectively to extend learning and maintain children's engagement. For example, when children show an interest in water, she adapts activities to include resources such as spinners and water wheels to support exploration of movement and cause and effect. She models language, including colours and actions, and encourages children to explore. This helps to sustain children's engagement and supports their communication, confidence and curiosity.

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Curriculum and teaching Expected standard

The curriculum is appropriate for the children on roll and supports their development across the areas of learning. There is a strong focus on communication and language. The childminder talks to children throughout play, introduces new words and uses songs and books to support language development. She also prioritises children's personal, social and emotional development, helping them feel safe, secure and ready to learn. She uses praise effectively to build children's confidence and self-esteem.

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Curriculum and teaching Expected standard

Teaching is adapted to children's individual needs and starting points. The childminder uses observations to understand what children know and can do and plans next steps accordingly. She places importance on children's physical development. Children take part in regular exercise through local walks, outings and playgroups. This helps them build strength, confidence and an early understanding of healthy lifestyles.

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Inclusion Expected standard

The childminder identifies children's needs quickly and accurately. She knows the children well and recognises emerging needs, including speech, language and physical development. She has high expectations for all children and uses her knowledge to support their progress. She takes appropriate action to reduce barriers to learning. For example, the childminder identifies children's individual needs, including those who may be less confident in group situations, and adapts her approach to support their engagement. As a result, children develop increasing confidence and benefit from this approach to make positive progress from their starting points.

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Inclusion Expected standard

The childminder works closely with parents and external professionals. She seeks advice when needed and understands assess, plan, do and review children's learning to support those with special educational needs and/or disabilities. This helps ensure children receive the support they need at the right time.

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Inclusion Expected standard

She monitors children's development through observations and discussions with parents. This helps her to review support and adapt her practice. She understands the purpose of additional funding, such as the early years pupil premium, and how it can support children. However, she does not yet monitor this support sharply to consistently ensure its impact on children's outcomes and experiences.

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Inclusion Expected standard

Overall, the childminder provides inclusive care. She builds strong relationships and creates an environment where all children feel supported and able to take part in learning.

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Leadership and governance Expected standard

The childminder has a clear understanding of her strengths and areas for development. She reflects on her practice and shows a commitment to improving outcomes for children. She is ambitious for the children in her care and takes appropriate steps to maintain the quality of her provision.

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Leadership and governance Expected standard

The childminder engages positively with parents. She communicates regularly, shares information about children's development and routines and supports continuity between home and the setting. Parents value this partnership and feel well informed about their child's progress and care.

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Leadership and governance Expected standard

The childminder engages in professional development, including online training and courses. For example, she has developed her understanding of how children learn through training on schemas. She uses this knowledge to inform and develop her planning and provision. The childminder reflects on her own practice and identifies some priorities for improvement. However, her engagement with wider professional networks and local early years support to develop the highest levels of provision is limited. She understands the importance of supporting children's additional needs and demonstrates appropriate knowledge of when this would be required. This helps ensure all children, including those who may face barriers to learning, would receive appropriate support if needed.

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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 are happy and settled in this warm and welcoming setting. They form secure attachments with the childminder, who is kind, calm and responsive to their needs. Children feel safe and develop confidence as they explore their environment. They enjoy their time at the setting and engage well in activities that reflect their interests and support them to explore and learn through play.

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

Children benefit from a curriculum that is shaped around their individual interests and development. The childminder supports communication and language through warm, responsive interactions. For example, she engages young children in familiar songs and games, such as 'Round and Round the Garden', which children clearly enjoy, showing laughter and joy. Children build their early vocabulary and communication skills as the childminder shares books and models language through, for example, repetition. These interactions support children to feel secure and confident.

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

Children achieve well from their starting points. They develop key skills, particularly in communication, physical development, and their personal, social and emotional development. For example, young children are encouraged to move and explore through planned opportunities such as reaching for resources placed just out of reach. This helps them build strength and coordination. Children also take part in local walks and outings, which support their physical development and understanding of the world around them.

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

Children behave well and show positive attitudes to learning. They respond to the childminder's gentle guidance and clear expectations. For example, children learn about safety as the childminder explains why spillages need to be cleaned up. She supports children to manage their emotions by offering reassurance, comfort and praise. This helps children feel understood and supported.

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

Children's wellbeing is prioritised. They follow familiar routines for safe sleep, feeding and play. This helps them feel secure and settled. Parents speak positively about the setting, valuing the consistent routines, flexibility and strong communication, which help children to settle quickly and feel a sense of belonging. The childminder promotes regular attendance and takes her responsibility to keep children safe seriously, ensuring children are accounted for and their welfare is prioritised at all times.

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Next steps

The childminder should build on her knowledge of early years pupil premium by planning and reviewing support more consistently so it clearly improves children's outcomes and experiences. The childminder should build on her practice by engaging more with other professionals to share ideas and improve her provision for children.

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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 : 07:30 - 17:30,Tuesday : 07:30 - 17:30,Thursday : 08:00 - 13:30

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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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