Childminder

Childminder

Unique reference number (URN): 2779373 Registered with Ofsted: 19/06/2024 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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Children's welfare and wellbeing Strong standard

Children's welfare is a priority for the childminder, and she is very attentive to children's individual needs, helping them to feel safe, valued and important.

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Children's welfare and wellbeing Strong standard

Children demonstrate a clear sense of belonging as they confidently follow well-established routines. For example, they wash their hands before meals and clean their faces independently, using a mirror to check where they still need to wipe. Children confidently find their water bottles when they are thirsty. The childminder provides many opportunities to support children's self-care skills and wellbeing. She prioritises helping children to understand and make healthy choices and works closely with parents and carers to ensure packed lunches are balanced and nutritious. The childminder grows fruits and vegetables, including strawberries, peas, lettuce and spinach, in the garden for children to help tend, harvest and taste.

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Children's welfare and wellbeing Strong standard

Children benefit from daily outdoor exercise and fresh air while exploring a well-resourced and safe garden. They demonstrate an understanding of how to keep themselves safe as they carefully and independently use the steps to reach the lower level of the garden. Sleeping arrangements are well established and help children make the most of their sessions, as they are well rested and ready to engage in the exciting curriculum.

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Achievement Expected standard

Children make steady progress in their learning and development from their starting points. They are confident, curious and eager to learn, demonstrating high levels of engagement in a wide range of activities. Children develop independence through everyday tasks, for example putting on their own footwear ready to play in the garden.

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Achievement Expected standard

Children develop their physical skills as they move confidently around the environment, riding bikes in the garden and exploring. They strengthen their small-muscle skills and hand–eye coordination by making marks with their fingers and toes in paint, squeezing water from sponges and carefully turning the pages of books.

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Achievement Expected standard

Children join in with great enthusiasm as they listen to stories. They talk about what they can see on each page and are keen to turn the pages to find out what happens next. Children listen and focus well, showing interest in the pictures before requesting another book. The childminder praises children for their participation, helping to build their confidence and sense of achievement.

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Achievement Expected standard

Typically, all children, including those who face barriers to their learning, are well prepared for the next stage of their learning, including their eventual move to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a calm, nurturing and positive environment, where children feel safe and secure. Children build secure attachments with the childminder and establish caring friendships with each other. They behave well and show kindness and respect towards one another. They learn to share and take turns as they play alongside the childminder and their peers.

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Behaviour, attitudes and establishing routines Expected standard

Daily routines successfully promote children's growing independence and confidence. For instance, children know they are expected to tidy away when they have finished playing. They are keen to help wash equipment after a painting activity and respond positively to the childminder when she makes requests, such as 'Can you work together to put this away in the right place?'

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Behaviour, attitudes and establishing routines Expected standard

The childminder addresses the needs of children at varying developmental stages by providing suitable resources and guidance. Children have established secure relationships with the childminder, seeking reassurance and comfort as needed. The childminder promotes regular attendance and punctuality, so that children can gain the most from their early education and care.

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Curriculum and teaching Expected standard

The childminder has a clear idea of what she wants children to learn during their time with her, and the curriculum covers all areas of learning overall. She uses assessments and tracking information to adapt activities and support to meet the needs of all children.

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Curriculum and teaching Expected standard

The childminder weaves mathematical language into routines and children's play. For example, she models words such as 'taller' and 'bigger' as the children explore with building blocks. The childminder encourages the children to count as the tidy away and sets challenges using positional language, such as 'Can you put that one on top?'

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Curriculum and teaching Expected standard

The childminder responds positively to children's interests and opinions. She speaks clearly and sensitively adapts her interactions for individual children, effectively supporting their listening and understanding. However, opportunities to further extend children's vocabulary and thinking are not always fully maximised during interactions and conversations. This does not help to support their ongoing language development or their thinking skills even further.

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Curriculum and teaching Expected standard

The childminder supports children's physical, personal, social and emotional development effectively, helping them prepare for future learning. Children have daily opportunities to develop their gross motor skills during visits to open spaces. The childminder ensures that children develop fine motor skills in preparation for future learning, such as mark making.

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Inclusion Expected standard

The childminder has developed a good understanding of each child's personality as well as their individual needs. She collects information from parents regarding their children's specific needs at the start of their placement with her, which assists with the children's settling-in process. The childminder works with parents to develop a consistency with practices at home. She tracks children's progress and identifies where children need further support.

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Inclusion Expected standard

The childminder makes thoughtful adaptations to promote inclusion and ensure that children feel valued. For example, she responds to children's interests and follows their lead during activities, helping them remain engaged and focused with her playful interactions. Activities are planned with careful consideration of children's individual abilities, highlighting what they can do and building on their strengths.

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Inclusion Expected standard

The childminder describes how any additional funding can be used to provide targeted support. She uses ongoing assessment effectively to identify gaps in children's learning and provides resources based on the children's interest, to successfully engage them in different learning opportunities.

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Leadership and governance Expected standard

The childminder and her co-childminder work seamlessly together. They successfully embed consistent practice during activities and daily routines. As a result, children are happy, settled and purposefully engaged in their play.

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Leadership and governance Expected standard

The childminder evaluates with her co-childminder effectively and together they have a clear overview of the setting. The childminder is reflective when deciding how to provide an effective learning environment for all children. She continues to reflect on, and evaluate the setting and provision to ensure that children have the very best experiences, with a particular focus on the outdoor environment. The childminder understands the strengths of her setting. She promotes a homely environment and values her positive relationships with children and their families.

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Leadership and governance Expected standard

The childminder promotes strong partnerships with parents and carers so that information about children's care and learning needs is regularly shared. However, links with other settings are not yet fully established. As a result, opportunities for children to build on and apply their skills consistently across different environments are not always fully supported.

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Leadership and governance Expected standard

The childminder keeps up to date with all mandatory training, including safeguarding and paediatric first aid. This helps to ensure her knowledge remains current.

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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 happy and settled in this calm, friendly environment. The childminder is keen for children to make independent choices in their play. Children confidently take the lead in their activities, for example choosing to use water from washing toy cars in the mud kitchen or riding bikes around the garden path while responding to instructions, such as 'stop' and 'go'.

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

Babies watch older children while enjoying reassuring cuddles with the childminder. Children follow familiar routines that help them feel safe and at home in the childminder's care. The

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Inspector:

Kimberley Luckham childminder recognises the importance of children contributing to tasks independently, such as tidying away resources. She values every small achievement and celebrates children's successes.

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Inspector:

Children enjoy varied experiences that extend far beyond the home environment. The childminder takes them to the library, castles, gardens, community spaces and group sessions. These outings provide meaningful opportunities for children to interact with a wider group of children and deepen their understanding of the world around them.

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Inspector:

Children demonstrate positive social skills and play cooperatively throughout the day in a range of activities. They learn from one another and build secure friendships. The childminder's positive role modelling and sensitive guidance help children understand expectations and consider the feelings of others. As a result, children develop confidence, independence and self-esteem.

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Inspector:

The childminder works alongside a co-childminder, and children develop positive relationships with both adults. Together, they are attentive to children's needs, helping them to feel safe and secure in their care. Parents speak very highly of the care provided and value the strong relationships the childminder builds with their children. Daily communication keeps parents well informed about their child's progress.

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Next steps

The childminder should further develop her understanding of how to support and extend children's communication and language, to provide more opportunities for children to share their ideas and strengthen their vocabulary. The childminder should develop stronger links with other settings children attend to help promote more consistent learning and support.

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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,Friday : 09:00 - 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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