Childminder

Childminder

Unique reference number (URN): 2697688 Registered with Ofsted: 08/12/2022 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children typically make steady progress through the curriculum from their individual starting points and achieve across all areas of learning. Overall, they develop their communication and language skills. For example, children listen attentively, join in shared experiences and respond to familiar songs, stories and routines. They confidently communicate their needs with each other and the childminder. Children demonstrate their growing vocabulary by naming animals as they play in the farm and repeating words after the childminder. Children develop their independence skills, and even the youngest children are learning to drink from open-top cups. They wash and dry their own hands with support and attempt to put on their own shoes and coats. Children build their physical skills through climbing steps on the slide, balancing on stepping stones and manipulating play dough to strengthen their finger muscles. Children gain a good understanding of the world around them through regular trips

p.2

Behaviour, attitudes and establishing routines Expected standard

Children generally behave well for their age and stage of development. They listen attentively and respond positively to the childminder's instructions. Children are working on sharing and taking turns and are encouraged to help tidy away resources after play. The childminder is a positive role model, teaching children manners and how to behave kindly towards others. Any unkind behaviour is quickly addressed. The childminder is aware she would benefit from training in this area and has been proactive in booking herself on a course.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents and carers to reinforce the importance of attendance and punctuality. This helps children make the most of their time with the childminder. Her proactive approach from the moment children arrive encourages and motivates them to learn. Throughout her interactions, the childminder consistently praises and encourages children, supporting their confidence and independence. Children build trusting relationships with the childminder, which boosts their confidence and engagement in activities.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder considers each child's age, stage of development and individual needs when guiding them to meet the expectations for their behaviour. The childminder provides a well-resourced playroom that promotes independent exploration and collaborative play.

p.2

Children's welfare and wellbeing Expected standard

Children enjoy daily access to outdoor play and move freely around the space. Children learn to navigate the steps leading into the garden, which helps them develop physical confidence and an understanding of safety. This helps to promote independence and support their physical development well. The childminder offers children healthy foods. The childminder tells the children the names of the foods that they are eating but does not discuss healthy eating with younger children and, as a result, does not fully promote the importance of good nutrition from a young age. However, the childminder liaises closely with parents and discusses the importance of healthy eating and oral hygiene. The childminder is supporting children to brush their teeth, as she is aware that tooth decay is an issue in the local area.

p.2

Children's welfare and wellbeing Expected standard

Children learn about personal safety through daily routines. For example, when preparing to go outside, they wait patiently for the childminder to check the safety of the garden before they are able to go and play. The childminder supports children to recognise, express and manage their emotions. Her interactions strengthen children's confidence and emotional security. Overall, the childminder generally provides a safe, inclusive and nurturing environment that meets children's individual needs. She fosters positive attachments and supports children's physical, emotional and social development.

p.3

Curriculum and teaching Expected standard

Children's learning and development are generally well considered and supported. The childminder knows children well and adapts teaching to support their differing stages of development. This includes making reasonable adjustments for children with special educational needs and/or disabilities or those who face barriers to learning. However, the childminder needs to be clear on what children need to learn next, if they are already achieving their current learning goal, so that children can make rapid further progress.

p.3

Curriculum and teaching Expected standard

The curriculum focuses on building children's independence skills, and children manage their self-care needs well. Communication and language are a curriculum priority. Children test out the rich language that the childminder introduces as they play. For example, they explain that cereal is 'crunchy' as they play with the animals in the sensory tough tray and use their hands and toy animals to make a crunching sound. The childminder teaches children about different cultures and invites parents to bring in traditional foods to share. Children are encouraged to talk about their country of origin. The childminder celebrates different festivals from different cultures and religions and shares books about different cultures and religions with children. The childminder celebrates and values each child as an individual, promoting high levels of confidence and self-esteem.

p.3

Inclusion Expected standard

The childminder accurately assesses children's developmental stage and achievements when they begin at the setting. She plans appropriate next steps for most areas of learning and identifies any learning gaps. She understands how to utilise additional funding effectively and identify targeted training or resources to reduce any barriers to children's learning, promoting the individual needs of the children. The childminder would adapt the curriculum and plan targeted activities to ensure that children with special educational needs and/or disabilities make the best possible progress in their learning and development.

p.3

Inclusion Expected standard

The childminder fosters an inclusive environment for all children. She adopts a proactive approach to monitoring their progress. The childminder gathers information from parents during the settling-in period. This helps her understand each child's background, culture, learning needs and experiences. Children who speak English as an additional language are very well supported. The childminder models vocabulary clearly and engages in conversations with them, naming objects as they play. She reinforces vocabulary through familiar rhymes, stories and songs. She communicates effectively with parents through

p.3

Needs attention

preferred methods to aid their understanding. This ensures that the individual needs of both the families and children are met. All children make steady progress in communication and language.

p.4

Leadership and governance Needs attention

The childminder has a general understanding of her professional duties and responsibilities; however, she must ensure that she keeps accurate records of children's attendance, as this is a requirement of the early years foundation stage.

p.4

Leadership and governance Needs attention

The childminder undertakes courses and applies ideas from training to better support children's learning. She regularly meets with other childminders to share ideas and good practice and offer support. This helps her plan a variety of interesting activities and enhances children's outcomes. Parents speak highly of the childminder's care and support. They are pleased with the communication they receive and the many experiences the childminder provides, including regular day trips. The childminder sends photos and keeps them informed about daily activities. Online communication apps allow parents to see their children's progress.

p.4

Leadership and governance Needs attention

The childminder builds positive working relationships with other professionals and works well with other settings to support children's transitions. She supports any assistants well by having regular supervision meetings, providing constructive feedback and offering training and development to help them to fulfil their role. The childminder has worked closely with the local authority to make improvements and embed the curriculum since her last inspection.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children demonstrate positive attitudes to play and learning and form close, secure relationships with the childminder. The childminder provides a dedicated playroom and offers a wide range of high-quality resources. She uses these effectively to enrich children's learning experiences, supporting them to explore, experiment and develop skills across all areas of learning. Children are happy and well cared for, which is reflected in their affectionate interactions and confidence to engage with the childminder. Children are safe in the setting's home-from-home environment; however, the childminder must ensure that she keeps accurate records of children's attendance for future reference.

p.5

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

Children's communication and language skills develop as they participate in familiar songs and share stories. Children make choices independently and access resources with appropriate support. They learn through play and take part in a range of activities that support early learning, including recognising numbers, naming animals and developing early mathematical skills. Children are encouraged to follow familiar routines, such as tidying up after play, which helps them to develop independence and responsibility. Children benefit from daily outings to the local playground, nature walks in the park and trips to the supermarket, which help them to gain an understanding of the world around them.

p.5

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

Children develop social skills through regular interaction with peers and other age groups. They learn boundaries and practise these during play. The childminder is working on strategies to support children displaying challenging behaviour. She works closely with parents and is booked onto training to support her with this. The childminder provides a range of books matched to children's interests and areas for support, including toileting. She models positive behaviour and good manners, helping children to be kind and considerate.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:30 - 17:00

p.6

About this setting

Local authority: Doncaster Children are supported to develop independence, such as putting on their own coats and shoes, preparing them for their next steps.

p.6

Next steps

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

p.6

Action Completion Date

ensure that accurate records are kept of child attendance. 24/06/2026

p.6

About this inspection

The inspector spoke with the childminder, assistant, parents and children during the inspection.

p.6

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.

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

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.

p.7

Urgent improvement

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8