Childminder

Childminder

Unique reference number (URN): 2789011 Registered with Ofsted: 12/06/2024 Registers: EYR, CCR, VCR

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Leadership and governance Expected standard

The childminder has an appropriate understanding of her role and responsibilities and has high expectations for children's learning. She plans an ambitious curriculum, based around children's interests, that equips them with the knowledge and skills they need in preparation for their move on to school. For example, children learn to take turns, listen, speak with confidence and count competently. The childminder explains how she meets children's individual needs. She supports all children to learn alongside peers, including those with special educational needs and/or disabilities. The childminder works in partnership with other professionals, parents and carers to remove any barriers to children's engagement, supporting them to make progress from their individual starting points. She explains how she liaises with parents about additional funding decisions, for instance. The childminder explains how she supports children to develop healthy habits, such as eating freshly

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Leadership and governance Expected standard

prepared, nutritious meals. Children benefit from daily outdoor and active play, to strengthen their large muscles. The childminder encourages children to understand and manage their emotions. The childminder prioritises her own wellbeing to help her effectively support children to meet their milestones. The childminder explains how she shares feedback with parents about children's progress and helps them to promote home learning. The childminder encourages regular and prompt attendance, to support children's learning. She forms positive, supportive relationships with parents. The childminder engages in regular professional development, such as online training, which helps her to improve her provision and practice.

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Leadership and governance Expected standard

The childminder has plans underway to use an online application to support her further in her role and to streamline her workload. However, she is not yet using this confidently or consistently to promote the best possible outcomes for children.

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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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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Next steps

The childminder should further consider the best ways to manage her role and time effectively, to promote the best possible outcomes for children.

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About this inspection

The inspector spoke with the childminder 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 inspection

There were no early years children present at the time of this inspection. The findings in this report are based on evidence gathered from discussions with leaders and an inspection of the premises, equipment and any relevant documentation. When there are no early years children present, inspectors evaluate and grade only leadership and governance, as there is no reliable evidence from other evaluation areas through which to assess the impact on children.

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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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