Childminder

Childminder

Unique reference number (URN): 2780681 Registered with Ofsted: 30/04/2024 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

Children develop independence in readiness for their next stage of learning, including school. Typically, young children feed themselves using a fork and spoon or knife. They find their own labelled water bottle when they are thirsty and wash their own hands before eating and are developing an understanding of why this is important.

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Achievement Expected standard

Children who previously needed lots of encouragement to play alongside their peers now join in with activities and demonstrate their independence with their friends. Children develop the social and emotional skills they need for their next stage of learning. Outside, children ride on wheeled toys, balance on the stepping stones and enjoy mixing and creating in the mud kitchen. This supports children's balance, hand-eye coordination and strength.

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Achievement Expected standard

Typically, children, including those who face barriers to their learning and/or wellbeing, make steady progress from their starting points. Children are supported effectively to build on their current skills and knowledge, with provision tailored to their individual needs. Where children may be at risk of falling behind, timely and appropriate support is put in place to help them catch up and continue to make progress.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recently accessed positive behaviour management training. This has been beneficial in establishing consistency in approaches. A positive environment supports children's understanding of what is expected of them. Children know to line up with their friends before outdoor play. Well-embedded relationships with the childminder support children's emotional security and understanding. Children are confident that they can seek comfort and reassurance from the childminder when needed. She actively supports children to play cooperatively with others, gently reminding them to use 'kind hands' and highlighting behaviours that demonstrate being a kind friend.

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Behaviour, attitudes and establishing routines Expected standard

Children are developing positive social skills, such as helping one another to find water bottles and waiting patiently for their turn on the slide. The childminder takes children's ages and stages of development into account when managing behaviour, ensuring that expectations are appropriate and consistent. She uses specific praise effectively to build children's self-esteem and confidence. Through age-appropriate conversations, she also helps children begin to understand how their actions can affect others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder acts as a positive role model for children. She consistently supports them to use manners, develop positive relationships with their peers and follow the setting's agreed rules. Attendance is promoted before children begin at the setting. The childminder shares her policy and procedures with parents and carers. She monitors attendance and encourages punctuality.

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Children's welfare and wellbeing Expected standard

The childminder typically ensures regular and supportive communication with parents so that routines, such as sleeping and feeding, are tailored to support children's emotional wellbeing. For instance, children who settle better with professional close contact at sleep time are given this. Children are given cuddles, reassurance and support when they need it. The childminder is calm and supportive and responds promptly to children's needs. Safe play spaces are created and well thought out. Children are happy and confident to independently access resources of their choosing. Children typically demonstrate that they feel safe and secure within the childminder's care.

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Children's welfare and wellbeing Expected standard

Children are provided with home-cooked, nutritionally balanced meals and snacks. They enjoy sitting together as a family to eat, and during this time, they learn about what contributes to healthy lifestyle options. Physical activity is well promoted. Children have daily access to the garden and also attend local childminder groups to support their health and wellbeing. Hygiene practices are well developed. Children are supported to wash their hands before eating and after outdoor play.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that enables children to make choices about their play and learning. Resources are organised to encourage independence, enabling children to select activities and materials for exploration. Children's interests, alongside parents and carer suggestions, are reflected in daily experiences, which typically remain relevant and engaging.

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Curriculum and teaching Expected standard

Children typically make progress from their starting points and develop skills for the next stage of learning. Physical development is promoted through active experiences, including outdoor play, climbing, running and weekly dance sessions. Daily visits within the local community help children build friendships, develop social skills and increase their understanding of the wider world through meaningful experiences beyond the home. Outings to parks, sensory sessions and local shops provide opportunities for children to develop confidence, independence and familiarity with everyday routines, while also supporting personal, social and emotional development through interaction with peers and adults.

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Curriculum and teaching Expected standard

Although interactions with children are warm and positive, they do not consistently extend children's thinking or promote communication skills. Opportunities for children to respond, engage in conversations, and develop ideas are occasionally limited. The childminder uses singing and children's favourite stories to extend vocabulary, but questioning is not yet developed to support and extend learning.

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Inclusion Expected standard

The childminder explains how additional funding has previously been used to enhance children's learning and development. She has accessed further training and enabled children to attend externally run classes. These targeted opportunities have supported and strengthened children's physical development effectively. An inclusive practice and the well thought through homely environment support children to make progress from their starting points. A variety of accessible resources targeting children's ages and stages of development are enjoyed by the children. Children's interests are reflected in the setting, such as dollies, trucks and dinosaurs. This supports children to feel valued and included and supports their engagement. Children receive some targeted support through specifically chosen resources.

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Inclusion Expected standard

Children's ongoing development is supported through the childminder working in partnerships with early years consultants, parents and carers and other professionals within a supportive network. She seeks advice and introduces helpful strategies to promote children's communication and language and physical development.

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Inclusion Expected standard

The childminder reduces barriers to participation. For example, she ensures 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.

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Leadership and governance Expected standard

Partnerships with parents and carers are well established and support a collaborative approach to children's care and learning. The childminder works closely with families to identify accurate and achievable next steps, helping to ensure continuity between home and the setting. Parents speak positively about the provision and value the dedication, guidance and support they receive to help extend their children's learning at home. The childminder demonstrates a secure understanding of the local community and is mindful of any barriers children and families may face.

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Leadership and governance Expected standard

The childminder maintains her professional knowledge through guidance and training. She has a clear professional development action plan. The childminder values external training and discusses how recent training has had a positive impact on children's progress. She has established a local childminder support network and has links with other professionals. They share ideas, good practice and discuss any changes within the early years sector. This helps to improve outcomes for children.

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Leadership and governance Expected standard

The childminder works collaboratively with her co-childminder and any assistants to reflect on each session and consider how practice can be further strengthened. She is mindful of staff's workload and wellbeing, fostering a positive culture where teamwork and shared responsibility are valued.

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Leadership and governance Expected standard

Overall, the childminder demonstrates a clear understanding of the setting's strengths and areas for development. She uses ongoing reflection and action planning effectively, evaluating how recent changes have had a positive impact on children's experiences and outcomes.

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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 are happy and settled with the childminder due to the close, trusting relationships that have been created. Children are safe and well cared for. They develop positive relationships with adults and their peers. Children confidently seek reassurance and support when needed, approaching the childminder for a cuddle and to sit on her knee for a favourite story. The childminder knows and understands each child's personality and preferences. Each child is recognised as an individual and is valued for their unique contributions.

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

Children enjoy the range of experiences on offer. The curriculum is designed to reflect children's interests and stages of development, and resources are chosen to develop exploration and curiosity. Children dress up as princesses, look at books about trucks and build with magnetic tiles. A range of inviting activities are available across well-organised indoor and outdoor spaces. Children enjoy daily access to the large garden, where they plant a range of fruits and vegetables. Children explore activities outside with enthusiasm.

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

Regular outings in the local community, such as playgroups, visits to the park and sensory sessions, broaden children's experiences and promote personal, social and emotional development. Children make new friendships, develop independence and learn about the wider world. The childminder ensures that effective routines are in place, and this helps all children feel secure and valued.

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

Children make steady progress from their starting points, supported by monitoring of development. Any emerging gaps are identified and addressed, helping children to

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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About this setting

Local authority: Lancashire overcome barriers and build key skills for future learning. Independence is encouraged through daily routines, alongside the development of communication, listening and social skills. Attendance and punctuality are promoted through the clear systems in place and well- embedded parent and carer partnerships. This supports children in developing consistent routines, preparing them for school and beyond.

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Next steps

The childminder should strengthen the use of vocabulary modelling and language-rich interactions to further support children's communication and language skills and embed learning. The childminder should provide increased opportunities for children to respond and engage in sustained conversations and share their own ideas during activities.

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About this inspection

The inspector spoke with the childminder, the co-childminder 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.

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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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