Childminder

Childminder

Unique reference number (URN): 2779781 Registered with Ofsted: 29/04/2024 Registers: EYR, CCR

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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

Typically, children, including those who face barriers to their learning and/or wellbeing, are making steady progress from their starting points. Children develop skills in preparation for later learning. A well-considered curriculum typically supports children in building on their current skills and knowledge. For example, children learn to find matching pairs of slippers and to put them on the correct feet. Older children support younger children to accurately fasten them.

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Achievement Expected standard

Children are curious and eager to explore the mud kitchen. They squeeze bottles of coloured water and blow bubbles, developing their hand–eye coordination and fine motor skills. Children develop strength, balance and coordination when attempting the mini obstacle course. Children who previously struggled to concentrate for age-appropriate periods of time now play alongside their peers and engage in short story times. Children who may be at risk of falling behind receive support to help them make progress.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has recently completed training in positive behaviour management, which has strengthened a shared approach across her small team. She demonstrates a calm and clear approach, when supporting children's behaviour. Children receive specific praise, which supports their self-esteem. In most instances, children show kindness towards their peers and older children support younger ones with tasks, such as putting on slippers after outdoor play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises that children have varying levels of understanding in line with their age and stage of development. Through secure relationships, she adapts her responses and expectations accordingly. When minor disagreements arise, she helps children to understand the impact of their actions on others. Children are aware of expectations, and established routines support transition times, including verbal prompts and lining up with peers. This contributes to children's sense of security and confidence.

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Behaviour, attitudes and establishing routines Expected standard

The childminder acts as an effective role model, encouraging children to use manners, such as saying please and thank you, and to take turns when sharing resources. Parents are informed of the attendance policy before their children start at the setting. The childminder monitors attendance and promotes punctuality and regular attendance through established partnerships with parents

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Children's welfare and wellbeing Expected standard

The childminder provides reassurance and comfort, when children need it. For instance, when children become upset, the childminder offers cuddles, comfort and support, helping them to re-engage in activities alongside their peers. Relationships are responsive and supportive, which helps children feel valued, secure and emotionally supported. The childminder responds calmly and promptly to children's feelings throughout the day and implements strategies that are unique to each child. Children learn about healthy lifestyles. They take part in physical activities daily, including playing in the garden and attending local community sessions to broaden opportunities. The childminder provides home-cooked, nutritionally balanced meals and snacks. She recognises the importance of fresh air in supporting children's health and wellbeing. Children develop and follow clear hygiene practices. They wash their hands before eating and after

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Children's welfare and wellbeing Expected standard

Ongoing communication with parents and carers ensures that daily routines are tailored to each child's individual needs. For instance, children are settled for sleep in ways that reflect their home routines, preferences and comfort. This supports children's sense of security and inclusion.

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Children's welfare and wellbeing Expected standard

The childminder provides safe, secure play spaces, where children feel comfortable independently accessing toys and resources of their choosing. Children are typically happy and are confident explorers. They have secure attachments with the childminder.

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Curriculum and teaching Expected standard

The childminder delivers a curriculum that enables children to make choices in their play and learning. Resources are organised to promote independence, allowing children to select and pursue activities of interest. Children's interests and parental contributions inform daily experiences. Although interactions are positive, children are not consistently given sufficient thinking time to respond and explore ideas and, therefore, opportunities to further develop children's learning are not utilised. This limits the depth and progression of their understanding. In-the-moment interactions do not always support children's communication skills effectively, including the development of vocabulary and sentence structure.

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Curriculum and teaching Expected standard

Physical development is prioritised through outdoor play, where children negotiate steps, use slides and develop large-muscle movement. Weekly dance and music sessions led by an external provider support balance and coordination. Children's personal, social and emotional development are fostered through daily attendance at community sessions, where they engage with a range of families and build social skills, supporting awareness of the wider world.

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Curriculum and teaching Expected standard

Children participate in activities that support language development. The childminder recognises the importance of communication and provides access to books, storytelling and props to aid understanding. Children join in with repeated phrases when listening to 'Dear Zoo' and make animal sounds. Typically, children make progress from their starting points and are developing skills for the next stage of learning.

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Inclusion Expected standard

The childminder demonstrates an inclusive and thoughtful approach to identifying, assessing and meeting children's individual needs. She builds positive partnerships with parents, supporting a helpful exchange of information that informs her understanding of each child and promotes continuity in care and learning. As a result, children's differing needs are recognised and supported. The childminder takes considerate steps to reduce barriers to participation. She helps ensure that children can access a range of experiences by providing outdoor clothing and offering additional activities without extra cost. This supports all children in taking part and benefiting from the opportunities available. She shows a clear awareness of how additional funding can be used to help children access similar experiences to their peers and continue to make progress.

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Inclusion Expected standard

The childminder works in partnership with other professionals, when children would benefit from further support. She seeks advice and introduces helpful strategies, including activities that promote speech and language development. This shared approach supports children's ongoing development. Typically, the environment is welcoming and inclusive, with a range of accessible resources suited to children's ages and stages of development. At times, activities are not always adapted to meet all needs and sustain engagement. For instance, some children would benefit from consistently smaller group sessions during story and singing time. Children feel included, valued and supported to engage, enabling them to develop within a setting that responds to their individual needs.

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Leadership and governance Expected standard

The childminder is committed to develop her knowledge and skills to enhance practice and improve outcomes for children. She regularly reflects on strengths within the setting and areas for further development, using this insight to create and implement action plans. Professional development is actively pursued, including training opportunities and guidance from the local early years consultancy team, which informs and strengthens her approach to practice.

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Leadership and governance Expected standard

Recent learning in positive behaviour management strategies has had a meaningful impact on practice, supporting a more structured approach and increasing confidence when responding to a range of situations. This has improved clarity in expectations and supported more considered responses to children's behaviour, helping to create a calmer and more predictable environment.

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Leadership and governance Expected standard

The childminder maintains effective communication with other professionals to support and guide her practice. She regularly reflects on ideas and experiences with her co-childminder and any assistants, promoting shared understanding and teamwork. She is mindful of workload and wellbeing, ensuring responsibilities are managed appropriately and colleagues are supported, contributing to a positive working environment.

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Leadership and governance Expected standard

Partnerships with parents and carers are well established. The childminder gathers detailed information about each child before they start, ensuring individual needs are understood. Feedback from parents is very positive, with many highlighting the warm and nurturing environment.

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

Children attend a homely and stimulating environment, where they feel safe, settled and warmly welcomed. They form secure and trusting relationships with the childminder. Children seek comfort, reassurance and support throughout the day. They demonstrate a clear sense of belonging and move around the setting with confidence, reflecting the nurturing care they receive.

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

Children benefit from a thoughtfully planned curriculum that reflects their interests and individual needs. For instance, the childminder selects resources that children enjoy, such as dolls and prams, or wheelbarrows for transporting and carrying while outside. This helps to sustain engagement. Children access a range of inviting activities within the carefully organised indoor and outdoor spaces, including daily opportunities to explore the well- resourced garden.

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

Children enjoy regular outings in the local community, including visits to playgroups, libraries and gymnastics sessions. These experiences enhance their social awareness and provide valuable opportunities to interact with others. Children typically play cooperatively and develop positive relationships with their peers. Older children naturally support younger ones, modelling appropriate behaviours and supporting turn-taking.

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

Children make steady progress from their starting points. The childminder carefully monitors their development and identifies any emerging gaps in learning. She takes action to reduce barriers and supports children in developing key skills for their future learning. Children are

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30 encouraged to develop independence through everyday routines, such as handwashing and feeding themselves, while also strengthening their communication, listening and social skills.

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About this setting

Children are treated as unique individuals and are valued for who they are. They are happy, engaged and motivated learners, who clearly enjoy attending and participating in the range of experiences offered.

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Next steps

The childminder should allow children sufficient time to think and respond to questioning. The childminder should use interactions to extend and embed learning and further develop children's communication and language skills. The childminder should strengthen the planning and organisation of activities to ensure they are consistently adapted to meet the differing needs, ages and stages of development of all children.

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About this inspection

The inspector spoke with the childminder, co-childminder, assistant and the 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. Local authority: Lancashire

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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. 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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