Childminder

Childminder

Unique reference number (URN): 2801386 Registered with Ofsted: 17/09/2024 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 Expected standard

Children generally achieve well from their starting points. They develop positive relationships with their peers. Children build confidence in communication and language. They join in with familiar stories and songs, answer questions and talk about what they know. For example, children discuss and name the images they see during story time. They confidently count, showing that they remember and use new language and early mathematical ideas.

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Achievement Expected standard

Children explore texture, sound and quantity as they pour, scoop and search through rice. They sustain concentration as they take turns and play alongside one another. Children also enjoy books independently and listen attentively when stories are read aloud, which supports their early literacy skills. Younger children strengthen their physical skills as they walk, climb, dance and manipulate dough and tools. Children appear happy, settled and eager to join in. These experiences typically help children to develop their confidence, communication and physical skills they need for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically provides a calm and welcoming environment where children are happy, settled and secure. Relationships are warm and respectful. Children respond positively to the childminder's gentle guidance and clear expectations. They are kind, cooperative and eager to participate. Children generally share resources, take turns and understand routines well. They show advanced levels of concentration and enjoyment in activities. For example, children develop their imaginations and creative skills as they play with dolls and dance to music. Older children eagerly help younger children to prepare for mealtimes, for example putting drinks bottles on the dining table.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children's social development, guiding children in turn-taking and discussions about feelings. The childminder monitors children's attendance. She explains that she follows up promptly when children do not attend, which supports children's safety and continuity of care. Children's behaviour and attitudes to learning are positive, and routines generally support children's security and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sometimes supports children's growing independence through everyday expectations. Children receive encouragement to put on their own shoes and coats.

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Children's welfare and wellbeing Expected standard

The childminder provides caring and attentive support that helps children feel safe, secure and emotionally settled. Warm and responsive relationships are evident. Children seek reassurance confidently when needed. Daily care routines meet children's individual needs appropriately. For example, sleeping arrangements are suitable and the childminder understands safer sleep guidance. She also respects children's privacy during toileting and nappy changing routines. Children receive support to understand healthy routines through discussions about healthy foods, active physical play and regular opportunities to go outdoors. The childminder also helps children to recognise and express their feelings through songs, signs and conversation. However, there are times when the childminder does things for younger children that they could do themselves, such as washing their hands, helping to prepare snack or developing skills to drink from an open cup. Children do not further develop

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Children's welfare and wellbeing Expected standard

independence skills as a result. Overall, children's welfare and wellbeing are supported appropriately in a safe and nurturing environment.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's health and wellbeing through active routines and discussion with parents and carers about healthy eating. She supports children's emotional wellbeing through calm interactions, comfort and reassurance. This helps children to feel valued and secure. The childminder understands how to recognise children with emerging special educational needs and/or disabilities. The childminder knows how to adapt care and support appropriately when additional support is needed.

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Curriculum and teaching Expected standard

The childminder provides a broad and nurturing curriculum that is shaped around children's individual starting points, interests and next steps. There is a clear focus on children's communication and language, physical development and personal, social and emotional development. The childminder uses songs, stories, conversations and play experiences purposefully to build children's vocabulary, confidence and enjoyment in learning. Children join in enthusiastically with familiar stories and songs. They eagerly answer questions, such as naming shapes and repeating new words like 'lentil' during play.

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Curriculum and teaching Expected standard

Teaching is warm and responsive. The childminder adapts activities appropriately for children's ages and stages. However, she does not use opportunities to extend children's independence consistently, particularly during routines and adult-led preparation for activities, for example enabling younger children to help prepare snacks or drink from open cups. The curriculum supports children's learning securely and helps them to make progress across the areas of learning. The childminder is confident teaching and uses ongoing assessment to ensure that the curriculum is implemented effectively for all children.

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Curriculum and teaching Expected standard

The childminder develops appropriate next steps for children. She offers opportunities to deepen children's learning, which she maximises effectively in the moment. The childminder uses assessment to check what children know and can do over time. She confidently explains how she would adapt teaching for children who need additional support. Teaching is ambitious for all children, including those with special educational needs and/or disabilities. The childminder supports children to make the progress they are capable of.

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Inclusion Expected standard

The childminder promotes an inclusive and welcoming environment. She values all children and supports them to make progress from their individual starting points. The childminder demonstrates a suitable understanding of how to identify potential concerns about children's development. She knows the importance of observing, assessing and recording any emerging needs. Although there are currently no children on roll with special educational needs and/or disabilities (SEND) or in receipt of early years pupil premium, the childminder is clear about the steps she would take should concerns arise. This includes seeking advice from relevant professionals and making referrals where necessary. She explains a range of appropriate strategies she would use to help reduce barriers to children's learning and wellbeing. These include the use of visual prompts, signing and focused support for communication and language. These approaches show a positive commitment to inclusive practice.

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Inclusion Expected standard

The childminder's arrangements for sharing information with previous and receiving settings are not yet fully effective. She has not strengthened partnerships with other providers to further enhance outcomes for children. This means that important information is not always exchanged consistently to support continuity in children's care, learning and development.

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Leadership and governance Expected standard

The childminder is experienced and knowledgeable. She brings a broad background in early years care to her provision. The childminder understands children's development, safeguarding responsibilities and the importance of a nurturing and child-centred approach. She explains the curriculum clearly and adapts it to children's individual starting points, interests and next steps. The childminder makes decisions with children's best interests in mind. This includes when seeking advice and considering whether external professionals are needed to help support individual children's needs.

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Leadership and governance Expected standard

The childminder engages with professional development and networks with other childminders to help keep her knowledge up to date. Previous experience in other childcare roles strengthens the childminder's understanding of child development and providing effective support for families. The childminder shows an appropriate understanding of how to identify when children have additional needs and how funding, such as early years pupil premium, could be used if relevant. However, the childminder has not established partnership working with other settings consistently when children move between providers. This limits continuity in children's care and learning. The childminder provides a caring and suitable foundation for children's care and learning, with partnership working still developing.

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

Children thrive in this warm, nurturing and homely environment. They are happy, settled and secure. Children move confidently between the areas used for their play and care. Positive relationships with the childminder help children to feel safe, valued and listened to. Children approach adults confidently, share toys and initiate conversations. They show that they belong and are emotionally secure. The childminder supports children's personal, social and emotional development well through calm interactions, respectful care and familiar routines. For example, children join in with welcome songs, use signs, take turns to talk about how they feel and play cooperatively alongside one another. They are kind, curious and eager to join in.

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

Children achieve well from their starting points. They develop confidence in communication and language through rich conversations, stories, songs and well-timed interactions. During story time, children eagerly join in with familiar parts of the text. This shows that children listen carefully, remember what they have learned and are beginning to use language meaningfully. Children also build early mathematical understanding in practical and enjoyable ways. Older children confidently count to 8 when talking about how many legs a spider has. Elsewhere, children explore colour, sound, texture and quantity during pouring and scooping play. These experiences support children to learn more and remember more over time.

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

Children make secure progress in their physical development and independence. Younger children show growing confidence in walking, climbing, dancing and manipulating tools and dough. Older children manage parts of familiar routines, making choices and helping at snack time. The childminder promotes books, music, imaginative play and outdoor experiences effectively. This helps children to build curiosity, coordination and enjoyment in their learning. Children benefit from caring relationships, purposeful interactions and experiences. This supports them to feel that they belong, flourish in the setting and achieve well.

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Next steps

The childminder should strengthen opportunities for children to develop independence in daily routines and activities, to promote their self-care and decision-making skills more consistently. The childminder should improve communication and information-sharing with other providers to support continuity in children's care, learning and transitions.

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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 : 08:00 - 17:00

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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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