Childminder

Childminder

Unique reference number (URN): 2777006 Registered with Ofsted: 05/03/2024 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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Achievement Expected standard

Children make steady progress from their starting points. They develop key skills, such as communication, independence and coordination. Children engage well in activities and routines and demonstrate increasing confidence. They begin to use everyday words and sounds to communicate. Children show an interest in activities and respond to familiar experiences. For example, they link animals to sounds during games and stories. This shows their growing understanding.

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Achievement Expected standard

Children also develop physical and practical skills. For example, they put on coats with support and use tools during snack preparation. As a result, children develop the knowledge and skills needed for their next stage of learning.

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Achievement Expected standard

Children benefit from the childminder developing their early mathematical understanding following recent training and continues to embed this in practice. They make steady progress in this area, although opportunities to further deepen their thinking are still developing.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a calm and supportive environment where children feel secure. She models expectations for behaviour and supports children through consistent routines and guidance. For example, children receive encouragement to take turns and tidy away resources. During play, such as simple games, the childminder supports children to take turns by reminding them whose turn it is. This helps children to begin to understand expectations.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and respond positively to the childminder's guidance. They participate in activities and cooperate during everyday experiences. The childminder supports them sensitively, taking account of their age and stage of development. For example, when children are unsure or reluctant to join routines, she reassures them and supports them to re-engage.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established and provide consistency. Children move confidently between activities and receive support to participate. This helps children to develop independence and begin to manage their behaviour. Children show positive attitudes to learning. They engage in activities and respond to encouragement, developing confidence in their learning. Children respond well to familiar routines, such as tidying away and preparing to go outside, which supports their understanding of expectations and transitions.

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Behaviour, attitudes and establishing routines Expected standard

The childminder generally supports children to manage their feelings and behaviours through clear routines and guidance. She adapts her interactions and expectations to meet children's individual needs, helping them to participate and feel included. Occasionally, she does not introduce early understanding of why expectations and boundaries are in place. For example, she redirects behaviour when younger children attempt to drink water from the tuff tray or mouth resources, but does not consistently use simple language to explain why.

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Children's welfare and wellbeing Expected standard

Children are cared for in a safe and welcoming environment. The childminder understands children's needs and responds appropriately. For example, when children become tired, she removes food to keep others safe and settles children to sleep while monitoring them. This ensures that children remain safe and well cared for.

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Children's welfare and wellbeing Expected standard

The childminder develops warm and responsive relationships with children. She supports their emotional needs through calm and reassuring interactions. As a result, children feel secure and are confident to seek support.

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Children's welfare and wellbeing Expected standard

Routines, such as handwashing and mealtimes, support children's care needs. Children take part in these routines and begin to develop independence. However, the childminder does not consistently embed opportunities to extend children's understanding of how these routines support their health and wellbeing. For example, she does not routinely explain to children how food, drink and hygiene support their bodies. This means children have fewer opportunities to develop an understanding of how to manage their own care needs.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that reflects children's interests and supports their development. She places a focus on children's communication and physical development, shaping her interactions and experiences for children. The childminder understands children's starting points and identifies next steps through observations and discussions with parents and carers.

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Curriculum and teaching Expected standard

The childminder demonstrates a secure understanding of how young children learn. She joins children in their play and models how to use resources. For example, the childminder supports children as they pour water, use tools during snack and practise physical skills, such as climbing onto ride-on toys.

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Curriculum and teaching Expected standard

The childminder supports communication through everyday interactions. She models language and responds to children's attempts at speech, helping them to build confidence in using words. Children also receive support to develop early mathematical and problem- solving skills through play. For example, they explore pouring and use words, such as 'full' and 'more'. The childminder is developing this aspect of the curriculum following recent training and continues to build on her practice and implementation.

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Curriculum and teaching Expected standard

Children experience a range of opportunities that support their development and engagement. For example, they take part in outings in the local community, which help to broaden their experiences. These opportunities support children's social, physical and exploratory development.

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Inclusion Expected standard

The childminder develops an understanding of children's individual needs. She gathers information from parents and carers when children start and builds on this through ongoing discussion. For example, the childminder supports families to seek medical advice and provides guidance on routines, such as potty training. This helps to identify starting points and support children's development appropriately.

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Inclusion Expected standard

The childminder maintains positive partnerships with parents. She communicates regularly to support children's learning and care, helping to ensure consistency between home and the setting. As a result, children feel secure and confident in familiar routines and experiences.

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Inclusion Expected standard

The childminder adapts her practice to support children's needs. She models language and repeats key words to support children's understanding during their play and routines. This helps children to engage and develop their communication skills. The childminder understands how to identify concerns and seek support from professionals where needed. She accesses local authority support and recognises the importance of working with others to meet children's needs. However, the childminder does not consistently gather information from previous early years settings. Although she gathers information from parents, this limits how fully she understands children's prior experiences and needs when they begin attending.

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Leadership and governance Expected standard

The childminder reflects on her practice and demonstrates a commitment to improving her provision. She evaluates her setting and uses training to develop her practice, for example strengthening early literacy and developing early mathematics. The childminder continues to build on this.

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Leadership and governance Expected standard

The childminder engages with professional support. She works with the local authority and networks with other childminders to share ideas and improve her provision. She uses this network to discuss practice, share ideas and gain support, helping her to reflect on and develop her provision. She also reflects on her day-to-day practice, making small changes to routines and activities to better support children's engagement and development.

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Leadership and governance Expected standard

Partnerships with parents and carers are effective. The childminder communicates regularly and uses information shared by families to support children's care and learning. However, she does not routinely gather information from previous early years settings when children join. This means that the childminder does not consistently understand children's starting points and prior experiences, which can limit how effectively she plans for children's learning and supports their transitions.

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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 welcomed into a calm and nurturing home. They quickly settle and form close bonds with the childminder. Children show confidence in exploring their environment, approaching adults and visitors with ease. They happily share toys and play with others. Children receive encouragement to develop their independence. For example, two-year-old children put on their coats using the 'magic coat trick', often requiring only limited support. Children receive support to take part in routines, such as tidying away and preparing for outdoor play. This helps them to develop a sense of responsibility and belonging.

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Inspector:

Louise Phillips Children enjoy a range of activities indoors and outdoors, which are planned around their interests and developmental needs. They take part in outings in the local community and benefit from physical play opportunities. Children develop their coordination. For example, they pour water, roll cars down ramps and use child-safe knives during snack preparation. As a result, children develop confidence in using their skills and engaging in activities. Children make choices in their play and explore resources with curiosity, which supports their developing independence and motivation to learn. They receive supported to explore simple early mathematical ideas through play, such as counting and using everyday language like 'full' and 'more'.

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Inspector:

Children develop an interest in books and stories. The childminder reads with enthusiasm and encourages children to engage through simple interactions, such as responding to pictures and sounds. Children also take part in simple games involving turn-taking and identifying animals. This supports their early communication and social development. The childminder builds on children's communication through everyday interactions. She responds to their sounds and gestures, and models language to support their developing speech. Children's emotional wellbeing is prioritised. The childminder responds to children's needs sensitively, for example by supporting them to rest when tired. As a result, children feel safe, settled and secure. Children follow familiar routines throughout the day, which helps them to understand what will happen next and supports their sense of security.

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Next steps

The childminder should continue to extend opportunities for children to understand and manage their own care needs, including how routines, such as eating, drinking and hygiene, support their bodies The childminder should strengthen information-sharing with previous and current providers to improve continuity in children's learning during times of transitions.

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About this inspection

The inspector spoke with the childminder during the inspection. The inspector also interacted with children and took account of written feedback from parents and carers.

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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 childminder 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 : 07:00 - 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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