Childminder

Childminder

Unique reference number (URN): 2760767 Registered with Ofsted: 23/01/2024 Registers: EYR

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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 Strong standard

Children achieve well in this setting, regardless of their starting points. They make secure progress and develop age-appropriate skills and knowledge across all areas of learning. Children benefit from a broad range of opportunities that cover the 7 areas of learning, ensuring a balanced and engaging curriculum that supports their overall development. Children are excellent communicators and can effectively articulate how they are feeling and what they would like. For example, during lunchtime, children confidently express their preference for a warm meal and explain their reasoning. Children's next steps are clearly identified through ongoing assessment, and they are well supported to reach their full potential.

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Achievement Strong standard

Children demonstrate positive attitudes to learning and are motivated to explore and try new experiences. They show developing social skills. For instance, at lunchtime, they work collaboratively to decide where to sit. They manage disappointment appropriately when things do not go their way, such as when they cannot have their preferred cushion. They begin to suggest solutions to resolve minor conflicts. Children are well prepared for the next stage of their education, including the transition to school.

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Behaviour, attitudes and establishing routines Strong standard

Children behave remarkably well in this setting. Clear expectations for behaviour are established in a calm, consistent and nurturing manner. This enables children to understand what is expected of them. Children remain fully engaged in their learning and play, with very little disruption. There is a focused emphasis on supporting children's emotional wellbeing. All children feel valued, and this helps them to understand and manage their feelings effectively. The environment is warm, inclusive and supportive, which allows children to develop confidence in regulating their own emotions. When minor disputes or conflicts do occur, adults are quick to empathise and support children to resolve these, ensuring that all parties' feelings are taken into consideration.

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Behaviour, attitudes and establishing routines Strong standard

Positive behaviour is consistently reinforced through meaningful praise and encouragement. Thoughtful language is used to acknowledge children's efforts and achievements. This promotes a harmonious atmosphere where children of all ages and abilities play cooperatively. For example, when children are playing with a wooden fort and knights, they can be heard actively supporting each other's play and ideas. Children are motivated, eager to learn and keen to share their experiences, whether seeking adult interaction or proudly showing their work. The childminder also recognises the importance of regular attendance in supporting children's development and continuity of care. Kindness is at the heart of the setting's ethos and is consistently modelled. This creates a respectful and supportive environment for all.

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Children's welfare and wellbeing Strong standard

The childminder forms warm, nurturing relationships with the children from the moment they join the setting. Settling-in sessions are carefully tailored to support children with separation from parents and carers, which helps them to feel safe and secure. The childminder builds secure partnerships not only with immediate family members, but also with extended family. This includes other family members who may play an important role in the children's care. Children clearly develop close attachments to the childminder, with newer children confidently seeking reassurance when needed. The care provided is highly nurturing, with particular attention given to the individual routines of younger children, including those who require naps or are toilet training.

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Children's welfare and wellbeing Strong standard

Children are offered a healthy, organic menu and are encouraged to take part in food preparation. This supports their independence and understanding of healthy lifestyles. Even the youngest children are included in simple tasks, which fosters a sense of involvement and achievement. Children demonstrate a secure sense of belonging. They confidently access resources and know where to find their own belongings, creating a home-from-home environment. A quiet, comfortable sleep area is available, which remains within close supervision to ensure that safe sleep practices are consistently followed.

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Curriculum and teaching Strong standard

The curriculum design is ambitious and well sequenced, with a secure emphasis on children's personal, social and emotional development. The pedagogy promotes core values, such as kindness, respect and empathy, which are consistently woven into daily practice. Children learn what it means to be a good friend and a responsible citizen. This includes developing an awareness of the world around them, caring for the environment and understanding how their words and actions can impact others. Interactions between adults and children place a secure focus on developing children's communication and language skills. The childminder uses effective questioning and exposes children to a rich and varied vocabulary. She encourages children to be curious and appropriately challenges them to deepen their understanding.

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Curriculum and teaching Strong standard

The curriculum is highly inclusive and underpinned by the childminder's secure knowledge of each child, ensuring that individual needs are consistently met. Teaching is of a high quality with children's learning consistently extended. For example, while outdoors, children search for caterpillars and are supported to learn about life cycles and butterflies, alongside making natural links to mathematics, such as counting how many they find. Children have ample opportunities to refine their physical development, and new skills are celebrated. For example, they are developing their ability to ride bikes. The childminder embeds these skills, building confidence and coordination.

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Inclusion Strong standard

Effective procedures are embedded to support children during settling-in and transition periods. The childminder uses her secure knowledge of child development and experience to carefully observe each child and identify any additional or emerging needs at an early stage. This ensures that appropriate support can be put in place promptly, enabling all children to make excellent progress from their starting points.

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Inclusion Strong standard

From the point of enrolment, parents and carers are actively involved in discussions about their child's individual needs, routines and developmental stages. They are encouraged to share any concerns, creating a strong and collaborative partnership. This approach helps to ensure consistency between home and the setting, supporting children's wellbeing. The childminder demonstrates a clear understanding of how to support children in receipt of additional funding. A range of strategies is used to meet individual needs and promote inclusion. Furthermore, the childminder has clear procedures for monitoring progress and provides parents with daily feedback and next steps. By working closely with parents, she ensures that children achieve the best possible outcomes.

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Leadership and governance Strong standard

Children's emotional wellbeing is at the forefront of the setting's ethos. The childminder demonstrates an ambitious vision for children's development. She places an emphasis on nurturing confidence, resilience and a sense of security. The childminder confidently articulates her role in supporting children with special educational needs and/or disabilities. She has a secure understanding of inclusive practice, and works closely with parents and carers to ensure that all children receive the support they need. The childminder demonstrates a clear awareness of safeguarding procedures and her responsibility to keep children safe. She ensures that policies and practises are consistently followed.

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Leadership and governance Strong standard

A highly reflective practitioner, the childminder regularly evaluates her practice and pedagogy to maintain a high standard of care, teaching and learning. She is confident in identifying the strengths of her setting, while also thoughtfully considering areas for further development. This ongoing reflection supports continuous improvement and ensures that outcomes for children remain positive. Throughout all aspects of her work, the childminder places children's wellbeing at the centre of every decision she makes. This remarkable commitment is evident in the quality of care provided and in the positive experiences of the children who attend. The setting has recently introduced assistants, who speak highly of the support they have so far received. The childminder is keen to further their professional development to ensure alignment with the setting's ethos.

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

Children thrive in this welcoming and nurturing setting. Their starting points are carefully assessed on entry, and a gradual, well-planned transition process ensures that children settle quickly, develop a secure sense of belonging and feel safe within the setting. Parents and carers are actively involved during the settling-in period, contributing valuable information about their child's needs and interests. The importance of consistent attendance is promoted to support a smooth and timely transition into the setting. The information gathered is used highly effectively to plan a curriculum that is tailored to each individual

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About this setting

Operating hours: Tuesday,Wednesday : 08:00 - 14:00 child. Children demonstrate kindness and consideration towards one another, and take pride in caring for their environment and resources. Older children confidently and willingly support younger peers. They help with self-care tasks, such as putting on coats and pouring drinks. They assist with more complex activities, including building sandcastles.

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About this setting

Children who are preparing for school are well supported in their transition. The children experience many meaningful opportunities to develop early phonics and mathematical skills. Children demonstrate key characteristics of effective learning, such as problem-solving, critical thinking and perseverance. Secure personal, social and emotional development is evident. Kindness is embedded within the ethos of the setting and is consistently modelled by adults, which children readily emulate. All children form secure relationships with both adults and their peers.

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Next steps

The childminder should ensure continued professional development for newly introduced assistants to help realise a transformational impact on curriculum and teaching.

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About this inspection

The inspector spoke with the childminder and assistant during the inspection.

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About this inspection

We carried out the 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 the provision complies with the statutory framework for children's learning, development and care, known at the early years foundation stage. Local authority: Essex

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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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