Childminder

Childminder

Unique reference number (URN): EY217006 Registered with Ofsted: 27/08/2002 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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Behaviour, attitudes and establishing routines Strong standard

The passionate and highly dedicated childminder delivers personalised care and support for all children within a warm and welcoming home environment. Children consistently display positive attitudes and a clear understanding of daily routines and expectations. The childminder works diligently to ensure that children feel safe, secure and valued. This commitment has helped her to develop superb relationships with each child.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently maintains high expectations for children's behaviour. Children enjoy the company of their peers and the childminder. For instance, children enthusiastically invite her into their play and approach her with their favourite toys. She is an effective and inspiring role model, consistently demonstrating kindness, patience and compassion. The childminder offers consistent and focused encouragement, which fosters children's sense of achievement, self-esteem and confidence. Children listen attentively to the childminder and respond well to instructions. For example, during song sessions, children take turns selecting props related to familiar nursery rhymes. As children take turns and share toys, the childminder acknowledges and praises their considerate behaviour. Children are kind, polite and show respect for one another.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of regular attendance to enable children to access a holistic and inclusive curriculum. She is aware of changes in the circumstances of individual children and their families and works in partnership with them to promote consistent attendance. The childminder maintains accurate attendance records and responds swiftly to any unexplained absences.

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Inclusion Strong standard

The experienced childminder fosters a welcoming and inclusive ethos within her setting, where children and their families feel respected and valued. She takes time to understand each child's likes, dislikes, routines and interests to help them settle quickly and smoothly into the setting. She uses information about children's initial starting points, together with ongoing assessments, to inform her planning and implement purposeful activities that promote children's learning and development. Children are confident, engaged learners who demonstrate curiosity and enthusiasm within a safe and nurturing environment.

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Inclusion Strong standard

Although the childminder does not currently have any children on roll with special educational needs and/or disabilities (SEND) or that face other barriers to their learning, she knows what to do to welcome them into her inclusive setting should they attend in the future. For example, she recently attended training on how to support children with SEND, which helps her to develop a clear understanding of how to use additional funding to support a positive impact on children's outcomes. She recognises the importance of promptly identifying early signs that a child may require additional support and discussing concerns with parents in a timely and sensitive manner. She demonstrates excellent knowledge of referral procedures and understands when and how to involve external professionals. The childminder is aware of the importance of working with parents and relevant professionals to reduce potential barriers and help children reach their full potential. Parents report superb

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Inclusion Strong standard

communication and high levels of support for their children's development and wellbeing.

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Expected standard

This collaborative approach strengthens learning at home and contributes to children progressing well in their development.

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Leadership and governance Strong standard

The childminder demonstrates deep dedication to her role and engages in reflective practice. She prioritises the welfare and wellbeing of all children in her care. She attends local authority training and accesses webinars related to the early years sector. Additionally, she collaborates with a local childminder to share ideas and professional insights. These approaches help to keep her knowledge and skills current. She draws on her extensive experience to adapt her provision, ensuring that it remains motivating and inclusive for all children, including those who may face barriers to their learning. The childminder consistently strives to provide a high-quality service for all children and their families. She has a proactive approach to continuous improvement and recognises her strengths and areas to work on.

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Leadership and governance Strong standard

The childminder works successfully in partnership with parents to support children's ongoing learning and development. She communicates regularly through both verbal and written feedback to keep parents well informed about their child's day and progress in learning. She also offers practical advice and suggestions to promote continuity of learning between home and the setting. Consistent two-way communication enhances children's development. Parents express high levels of appreciation for the breadth of experiences she provides and the quality of care their children receive, which contribute to positive outcomes in their development.

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Achievement Expected standard

Children learn to develop a sense of responsibility and independence during routines, such as feeding themselves at snack time and tidying away toys after they have finished playing with them. They are sociable and form meaningful friendships with one another. All children, including those who speak English as an additional language, develop the essential knowledge and skills required for their next stages of education and eventual transition to school. Children demonstrate enthusiasm in their play and show a keen interest in their learning.

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Achievement Expected standard

Children demonstrate a keen appreciation of books and stories. They choose books, sit comfortably in the book corner and turn pages with care. During storytelling sessions, they listen attentively and share their ideas. For example, they identify different colours and complete familiar sentences and refrains. Children are confident communicators.

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Achievement Expected standard

Children enjoy daily outdoor activities, which provide fresh air and opportunities to develop their physical skills. They ride wheeled toys, run freely and play on swings, which contribute to their well-developed spatial awareness, coordination and muscle strength. At times, some younger children are not able to fully participate in group activities to share their ideas. Overall, children thrive and progress towards their developmental milestones.

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Children's welfare and wellbeing Expected standard

The childminder is attuned to children's individual needs and establishes trusting bonds with them. For example, nappy changing is carried out in a hygienic and respectful manner, with careful attention given to maintaining children's privacy and dignity. She recognises when children may be unsettled or need reassurance and responds sensitively with comfort and gentle encouragement. This caring approach promotes children's confidence and emotional security. Children form secure attachments with the childminder and one another, demonstrating growing self-esteem and a sense of belonging.

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Children's welfare and wellbeing Expected standard

The childminder speaks about professional training she has completed on supporting children's emotional development. She supports children to learn to recognise and regulate their feelings through co-regulation strategies and by introducing simple vocabulary, such as 'sad' and 'happy', to help them describe how they feel.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy lifestyles well. She offers children nutritious snacks, meals and drinking water. Children are encouraged to develop early independence. For example, they hold their own beakers and confidently feed themselves finger foods. However, she does not provide children with opportunities as much as she could to attempt tasks for themselves, such as offering open cups at snack time or encouraging them to wipe their own noses and place used tissues in the bin. This reduces opportunities for children to further develop their independence and limits their ability to practise their self-care skills.

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Curriculum and teaching Expected standard

The childminder provides a well-balanced curriculum that reflects all areas of learning in the early years foundation stage. She has a secure understanding of child development. The childminder regularly assesses children's skills throughout the day and uses this knowledge to inform and extend their play. Mathematics is naturally woven into everyday routines and play. The childminder provides opportunities for children to count and use numbers. For example, she sings familiar counting songs as children place pictures of speckled frogs onto a pond. This supports children's early understanding of number and counting.

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Curriculum and teaching Expected standard

Overall, the childminder supports children's communication and language development well. She engages children in meaningful conversations based on their interests and experiences and gives them sufficient time to think and respond to her questions. She regularly introduces children to new words, such as 'plump', 'crunchy' and 'juicy'. However, at times, particularly during group activities, teaching is not consistently highly effective to extend children's learning even further.

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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 stimulating, well-organised and safe learning environment. There is a wide range of engaging and age-appropriate resources for children to play with. Children move confidently around the childminder's home, independently selecting activities that capture their interest. Children are very friendly and respectful, demonstrating caring relationships with others. They sustain concentration for extended periods and show genuine enjoyment of learning. For example, they display perseverance as they carefully fit

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Inspector:

Yemi Afolabi puzzle pieces into the correct place. Children display a strong sense of belonging, security and happiness within the setting.

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Inspector:

The childminder designs and implements a holistic curriculum based on children's individual needs and their next steps. She gathers information about children's prior knowledge and skills when they enrol at her provision. In addition, she works closely with families to reduce potential barriers to learning. For example, she collaborates with parents to establish consistent sleep routines, recognising that secure sleep patterns support children's emotional wellbeing and effective engagement in learning. Children's behaviour indicates that they feel safe, secure and valued. They interact warmly with the childminder and their peers. For instance, they share experiences from home about their weekend. These conversations help to build children's communication and language skills.

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Inspector:

Children enjoy a wide range of outdoor experiences within the local and wider community, including visits to parks, libraries, farms and museums. These opportunities broaden children's understanding of the world, promote physical development and strengthen their social skills. Children are self-confident and self-assured. The childminder places supporting children and their families at the centre of her practice. For example, she offers flexibility with pick-up and drop-off times to support consistent attendance and meet families' individual needs. This continuity of learning helps children to develop the skills, confidence and knowledge required for their next stage of education. All children are progressing well from their starting points.

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Next steps

The childminder should provide more opportunities for children to attempt tasks for themselves, particularly when managing self-care skills, to further develop their independence. The childminder should ensure that teaching is highly effective, particularly during group activities, to extend children's learning even further.

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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: Monday,Tuesday,Wednesday,Thursday : 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

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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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