Childminder

Childminder

Unique reference number (URN): EY381329 Registered with Ofsted: 22/08/2008 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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Achievement Expected standard

Children make secure progress from their starting points and develop knowledge and skills across areas of learning. Overall, all children gain the essential age- and stage-appropriate knowledge and skills for their future success and to progress to the next stage of learning. They show enjoyment in their experiences and are developing confidence as learners. Children demonstrate early mathematical understanding as they count, match numbers and create simple patterns. They engage in creative activities, including drawing and painting as well as imaginative role play.

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Achievement Expected standard

Children develop communication and language skills through books, songs and conversation. They recall familiar experiences and show enthusiasm for learning opportunities. Children strengthen their physical skills as they use tools and manipulate materials during play, such as using brushes to paint outdoors and riding wheeled toys with increasing control and confidence. Overall, children demonstrate positive attitudes to learning and engage in activities with interest. Children are beginning to think through problems independently and show increasing confidence in their learning. Further opportunities to develop this aspect of learning consistently will help deepen children's thinking and extend learning even further.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is caring and is a positive role model to the children. She praises children's efforts and achievements, helping to build their confidence and self-esteem. The childminder helps children to follow the rules when required. For example, she encourages children to tidy up resources after use. The childminder encourages children to use their manners when they want to ask for something from herself or from their peers. Overall, children behave well and respond positively to the childminder's instructions. The childminder promotes kindness and respect and supports children to follow routines. Children learn to share, take turns and cooperate during activities. The childminder makes reasonable adaptations when considering children's needs, challenges and barriers, while supporting those children to achieve. Children understand and generally follow the routines and expectations within the setting. Further opportunities to explain the reasons behind rules and routines will help

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Behaviour, attitudes and establishing routines Expected standard

children develop an even deeper understanding of boundaries and expectations.

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Behaviour, attitudes and establishing routines Expected standard

Children have strong bonds with the childminder. Positive relationships support children's developing social skills and confidence. They show interest in their learning and sustain attention during activities. The childminder implements effective policies and procedures to promote punctuality and attendance. Children happily attend and this helps the childminder promote the importance of regular attendance and building firm bonds and friendships within the setting.

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Children's welfare and wellbeing Expected standard

Children are happy and feel safe in the setting. The childminder knows the children well. She supports their individual needs well throughout the day. For example, the childminder responds promptly and sensitively to children when she recognises that they are uneasy. Children's emotional wellbeing is supported effectively. Children demonstrate secure relationships with the childminder and one another. The environment is calm and nurturing, helping children feel safe and supported.

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Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities to be active and spend time outdoors. They develop independence through daily routines and are encouraged to manage their personal care appropriate to their age. The childminder is highly respectful. She asks permission before changing nappies or wiping faces, and provides calming commentary to any personal care so that children feel safe. The childminder promotes healthy lifestyles and supports children to make healthy choices about food, rest and exercise. The childminder ensures that mealtimes are opportunities to promote children's good manners and increase social skills. On the whole, children are encouraged to follow the setting's routines. Overall, the childminder promotes hygiene practices and children follow established hygiene routines throughout the day. Further refinement of routines before outdoor snack times will help ensure these practices are embedded consistently in all situations.

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Curriculum and teaching Expected standard

The childminder provides a broad curriculum that supports children's learning across areas of development. Teaching is delivered through play, creative experiences and daily routines, enabling all children to explore and build knowledge over time. The childminder uses art purposefully to support learning. For example, children explore how colours can be mixed to create new colours and shades. The childminder encourages children to observe and describe these changes, supporting creative development and early scientific understanding. Children develop their physical skills through a range of learning experiences, such as filling and emptying containers using different materials. In addition, children practise their fine motor skills as they use a range of art and craft materials.

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Curriculum and teaching Expected standard

Children also take part in experiences that promote early mathematics, communication and imagination. They build patterns, match numbers and engage in imaginative play. The childminder supports language development through conversation, songs and stories. She speaks French and uses both English and French when speaking to children. This helps children to learn new words and increases their vocabulary. The childminder skilfully supports all children who may be at risk of falling behind their expected level in communication and languages development. Overall, all children access a range of enjoyable learning experiences. Children are developing problem-solving and critical- thinking skills through a range of learning experiences. Further opportunities to apply and deepen these skills across all areas of learning will help maximise the depth of children's learning and understanding.

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Inclusion Expected standard

The childminder provides an inclusive environment where children are welcomed and supported to take part in all aspects of the provision. The childminder demonstrates an understanding of the children in her care, supporting them to make secure progress from their individual starting points. She effectively identifies emerging needs and any gaps in learning through accurate and ongoing assessment, ensuring next steps are clearly targeted. She works closely in partnership with parents and professionals to ensure that learning opportunities are well matched to children's individual needs. She thoughtfully considers how to support children with special educational needs and/or disabilities, as well as those who speak English as an additional language. The childminder is proactive in accessing additional support and signposts parents appropriately.

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Inclusion Expected standard

The childminder has high expectations for all children and is aware of potential barriers to learning. She takes steps to ensure that all children can access the learning environment and activities on offer. She makes adaptations to learning experiences to help ensure that children can achieve the tasks set out for them. For example, the childminder simplifies tasks for children according to their level of understanding. She uses meaningful interactions to engage and motivate children in both chosen and adult-led activities. Overall, the childminder creates a supportive and inclusive learning environment that promotes children's engagement and development.

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Leadership and governance Expected standard

The childminder is reflective and committed to providing high-quality education and care for all children. She regularly evaluates her practice and overall quality of the provision, identifying strengths and areas for development. She actively seeks to improve her skills further, for example through attending training. She values feedback from other professionals and parents. However, monitoring and evaluation are not yet sharply focused on ensuring that all aspects of teaching, behaviour support and hygiene practice are embedded consistently well.

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Leadership and governance Expected standard

The childminder has clear expectations for children's learning. There are secure systems in place for assessing children's development and starting points. She understands children's stages of development and learning and the support they need to help them further. The childminder provides effective support for children who speak English as an additional language. She speaks French and uses both English and French when speaking to children. She builds strong partnership with parents, gathering key information before children start and maintaining regular communication about their child's daily experiences, progress and how their learning can be supported at home. Parents speak positively about the support that the childminder offers them. They comment that they appreciate the range of activities and the daily information they receive.

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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, settled and enjoy their time in this welcoming setting. They form secure relationships with the childminder, which helps them feel safe and confident to explore. Children engage positively in a range of experiences that reflect their interests, including creative activities where they explore how colours can be mixed to create new colours and shades. These experiences spark curiosity and support children to enjoy learning. Children take part in learning that builds on what they already know and can do. Their individual needs are recognised, and activities help them to practise and develop new skills. Over

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Inspector:

Agnes Wink time, children make progress in their learning and development as they are supported to build on their knowledge and abilities. Children thoroughly enjoy making floor books, as some draw, cut and stick their colourful pieces to represent their ideas and experiences.

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Inspector:

Children play cooperatively with others and are developing positive social skills. They learn to take turns, share resources and begin to negotiate during play. For example, in the mud kitchen, children work together to create pretend meals and assign roles. They show growing confidence and independence as they select resources and move between activities.

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Inspector:

Children develop early communication, mathematical and creative skills through everyday experiences. They describe what they are doing and begin to talk about changes they observe, such as when weather changes from warm to cold. They recall familiar stories and show enthusiasm for planned experiences, such as visiting a farm, which helps them make connections in their learning.

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Inspector:

Children benefit from regular outdoor play and opportunities to be physically active. They are supported to develop independence through daily routines. Overall, children enjoy their learning and develop a suitable range of skills. However, opportunities to extend children's thinking more consistently are not yet fully embedded across all experiences.

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Next steps

The childminder should strengthen teaching further so that children develop and apply problem-solving and critical-thinking skills to deepen learning. The childminder should ensure children receive clear explanations about behavioural expectations so they develop a secure understanding of boundaries. The childminder should embed consistent hygiene routines, particularly before outdoor snack, so children develop secure hygiene practices.

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About this inspection

The inspector spoke with the childminder, children, parents and carers 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 - 18:00

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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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