Childminder

Childminder

Unique reference number (URN): EY397329 Registered with Ofsted: 19/08/2009 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

Generally, children are making positive progress from their starting points, including children with special educational needs and/or disabilities. They develop their physical skills well. For example, children learn to crawl, walk and climb, building their confidence to move in different ways. Children also develop their hand-eye coordination. Children screw toy bolts and hammer plastic golf tees into cardboard boxes and foam. This develops children's smaller muscles. Babies also enjoy stacking blocks and pushing balls. These skills help prepare children for their next stage in learning and development.

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Achievement Expected standard

Children join in with actions and words during nursery rhyme time. Children enjoy choosing the next song from a bag and identifying the familiar song. Children also develop a love of reading through acting out characters from a story such as slithering like a snake and waddling like a penguin. Children also have opportunities to access books freely, where they talk about the pictures and turn the pages.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive behaviour through calm, consistent interactions and clear expectations. Children follow the expectations set out by the childminder. For example, children know to wait their turn to brush their teeth and dry their hands with their own individual coloured cloth. The childminder has established a positive environment, where children confidently access the resources and toys available. She models kind words, sharing and respectful behaviour throughout the day. This helps children to understand what is expected of them and to behave appropriately. Children form positive bonds with the childminder, where children show signs of respect for one another. For instance, children tidy toys while singing a familiar song that the childminder models. Children work well as a team putting toys and resources where they belong. The childminder guides babies to support them when following routines, such as going to sit for mealtimes. Typically, children

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Behaviour, attitudes and establishing routines Expected standard

have a positive attitude to learning where they happily engage in planned activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder also promotes attendance and punctuality, through following and sharing consistent procedures with parents. This helps ensure all children have access to the care and education she has to offer. Any unexplained absences are followed up by the childminder in a timely manner.

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Children's welfare and wellbeing Expected standard

The childminder understands the children's individual needs and helps them to fully take part in learning activities. For example, when children show signs of anxiety, the childminder breaks activities into smaller steps for children to access over time. Furthermore, the childminder plans opportunities within the community, such as to meet people in unfamiliar places, to help support children's confidence. This also supports children to develop their social skills. The childminder plans daily teeth brushing to support children to learn about good oral hygiene. Through daily discusses with the childminder, children learn the importance of cleaning your teeth and the damage unhealthy foods can do to their teeth, such as too much sugar. During mealtimes, children also access a well-balanced diet.

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Children's welfare and wellbeing Expected standard

Children develop strong bonds with the childminder. The childminder comforts and reassures children when hurt or upset. The childminder priorities getting to know children from the very beginning. She gathers information on children's allergies to adapt within the setting. She also offers flexible settling-in sessions to help children to feel at ease when attending somewhere new.

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Curriculum and teaching Expected standard

The childminder typically builds on children's knowledge, skills and understanding. For example, the childminder plans activities focussing on children developing their understanding of matching number and quantities. The childminder models the amount using her fingers and children copy. She also introduces new vocabulary through play, such as names of shapes. Through routines, songs and interactions the childminder develops children's mathematical language and understanding.

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Curriculum and teaching Expected standard

Generally, the childminder develops children's communication and language skills well. The childminder models correct pronunciation, narrates and comments on children's play. The childminder sings songs and adapts them to children's interests. For example, when children request a dinosaur song, she adapts a familiar nursery rhyme to include dinosaurs. Generally, the childminder adapts her language to be appropriate for children's age and stage. For instance, she uses simple words for babies and longer sentences for older children.

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Curriculum and teaching Expected standard

The childminder uses her knowledge of children's development to adapt activities and opportunities appropriately. She provides support where needed. For example, she repeats simple words alongside objects to support children with special educational needs and/or disabilities. The childminder also encourages children to be more independent through trying themselves. As a result, children develop a secure foundation across the areas of learning and are well prepared for their next stage of education.

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Inclusion Expected standard

The childminder is knowledgeable in assessing children's next steps in learning. She plans activities based on her observations and assessments to build on what children know and can do. She gathers up-to-date information from parents about children's learning and interests so that she can put these in place in the provision. The childminder helps reduce barriers to children's learning through identifying their triggers for anxiety to then break down activities into smaller steps for children to access. Children build their confidence to access the provision and learning.

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Inclusion Expected standard

The childminder supports children with special educational needs and/or disabilities (SEND). She works closely with parents to support possible referrals to external agencies to implement support and advice. This collaborative approach supports consistent strategies to reduce barriers to children's learning. The childminder provides tailored support to meet the

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Needs attention

needs of children with SEND. For example, she provides visual aids alongside words to support children's understanding and language development. She also supports children with SEND to play with their peers through playing alongside them and introducing some children into their play overtime. The childminder also knows how to receive and use additional funding for eligible children, to support their next steps in learning.

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Leadership and governance Needs attention

The childminder lacks full knowledge and understanding of her role and responsibilities. This includes, ensuring all those working with her are able to carry out their roles effectively. For example, the childminder does not ensure assistants training is kept up to date. This has a negative impact on children's health and welfare.

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Leadership and governance Needs attention

The childminder is mindful of the wellbeing of those who work with her. They take part in daily reflection and check in on each other. Typically, the childminder is reflective on her practice and bringing about improvement. Those who she works with comment how well supported they feel.

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Leadership and governance Needs attention

The childminder has formed a positive relationship with parents. She shares updates on children's progress and next steps in learning to support possible learning at home. The childminder also shares information on children's learning to the schools they go on to. This supports continuity in children's care and education. She has conversations with teachers and attends the school to support children to become familiar with their next steps in education.

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Leadership and governance Needs attention

The childminder regularly reflects on her practice and attend training to support the children in her care. She has attended a course to help implement actions alongside words to support children's communication and language skills. Although, the childminder states this is in early developments the childminder is putting in place further support for developing children's communication and language skills.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

The childminder does not have a clear understanding of her responsibility in ensuring all those working with children are suitable and able to fulfil their roles. This compromises children's health and welfare.

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

The childminder has established a positive environment, where children feel settled. Typically, the childminder adapts her interactions to support children's next steps in learning, especially children with special educational needs and/or disabilities (SEND). She develops positive relationships with children playing alongside her to support children who struggle to socialise. She helps settle children through reassurance and comfort, helping them build their confidence in the provision and to play alongside their peers. This also supports children's emotional understanding. Children happily engage in activities provided by the childminder. The childminder also provides resources to support children's communication and language skills, especially for children with SEND. She uses visual aids alongside words to help support children's language development.

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

Children work together as a team regularly, such as sorting shapes into the correct area. Children play with one another to build towers and the childminder describes the different shapes they can see. The childminder encourages children to share resources throughout their day and children play well together. Children also develop their mathematical understanding and vocabulary well. Generally, the childminder plans activities in the best interests of the children, considering their likes and dislikes to help sustain attention.

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

Children have regular opportunities to be physically active, both indoors and outdoors. They access an indoor soft play where they practise climbing, and balancing which supports the development of their larger muscles. Children move confidently within the space available and enjoy being active throughout their day.

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Next steps

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

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Action Completion Date

improve understanding of role and responsibilities in ensuring all those working with children have the knowledge and understanding required 27/06/2026

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Action Completion Date

ensure all those who have sole care for children have appropriate first aid training. 27/06/2026

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About this inspection

The inspector spoke with the childminder, assistants 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: Monday,Tuesday,Wednesday,Thursday,Friday : 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

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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