Childminder

Childminder

Unique reference number (URN): 2783859 Registered with Ofsted: 27/05/2024 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

All children make continual progress from their starting points. The childminder has developed appropriate methods to identify children's next steps in learning and development, and she expands on what they already know and can do. Children demonstrate confidence during free play as they explore the environment and independently select resources. They show increasing independence when managing personal care routines, such as handwashing. Children are motivated to learn and demonstrate enjoyment when praised for their achievements. Adapted activities and learning experiences support children's confidence and individual development in achieving positive learning outcomes.

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Achievement Expected standard

Children develop communication skills that help them express their needs and engage with their peers. They play cooperatively while looking at picture books, singing nursery rhymes and joining in with the childminder. Children listen attentively and engage well during group story times. They talk about experiences linked to stories, such as visits to the café and their favourite food. Through these experiences, children develop confidence in sharing their thoughts and ideas with others.

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Achievement Expected standard

Typically, children are well prepared for their next stage of learning and development, including school.

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Behaviour, attitudes and establishing routines Expected standard

Well-established, predictable routines and clear behavioural expectations help children feel secure. The childminder explains changes to activities to children and uses a visual timetable to support their understanding. This helps children understand what is expected of them and supports smooth transitions throughout the day. Positive, warm and friendly relationships with the childminder help children settle quickly and engage in the experiences available to them. The childminder is a good role model and adapts her approach to meet children's differing ages and stages of development. She teaches children about fairness, kindness and how their behaviour may affect others. Children typically play games together and are supported to take turns and share resources. They demonstrate an awareness of what it means to be a considerate friend. Children demonstrate positive attitudes to learning. They are enthusiastic and engage in all learning experiences.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works in partnership with parents to promote a shared understanding of the importance of routines and regular attendance so that children develop positive attitudes towards learning. Any short-term barriers to attendance are addressed promptly. For instance, when transport issues prevent children from attending, the childminder supports families by collecting children to ensure that they can continue to access their learning experiences.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are prioritised. The childminder gathers detailed information about children before induction sessions begin. She uses this information to plan daily routines, the environment and activities that reflect children's individual needs and preferences. For instance, she finds out about children's food preferences so these can be incorporated into mealtimes, alongside favourite songs and toys to help children feel settled and familiar with the setting. The childminder is committed to providing a safe, nurturing and welcoming environment where all children are respected, valued and supported through personalised daily routines.

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Children's welfare and wellbeing Expected standard

The childminder is calm, empathetic and respectful of children's individuality. She supports children to develop emotional resilience by encouraging them to express their feelings and by acknowledging their emotions. Through trusting relationships, children feel valued, safe and confident. Children receive specific praise for their achievements. On occasion, the childminder completes tasks for children that they can attempt independently. This limits opportunities for children to develop their self-esteem. The childminder does not consistently encourage children to persevere with challenges. This impacts on their ability to solve problems and their resilience skills.

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Children's welfare and wellbeing Expected standard

Hygiene and care practices meet the needs of all children. Children understand the importance of washing their hands before eating and after attending to personal care needs. The childminder promotes healthy lifestyles by offering a varied range of nutritious meals and snacks. Children learn about healthy food choices and which foods should be eaten in moderation. The childminder ensures that children access regular opportunities for physically active play throughout the day. Well-established routines support children's emotional security, and the childminder responds to children's individual sleep preferences and care needs.

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Curriculum and teaching Expected standard

The childminder has created a curriculum that places children's engagement at the centre of their learning. She plans exciting activities that reflect children's interests and introduces a range of topics to broaden their knowledge and skills. Children have access to a well- resourced playroom and outdoor areas, where they learn about zoo animals. The childminder ensures that children experience all areas of learning. Children attend weekly gymnastics sessions to support their physical development. Activities are purposeful and provide age-appropriate learning experiences that support all children's ongoing development. The childminder understands what children need to learn next and targets next steps through planned and spontaneous play-based activities. She implements inclusive practices that support children's individual development and ensures that all children can participate fully in the learning opportunities.

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Curriculum and teaching Expected standard

Children are supported to develop their communication and language skills. The childminder narrates children's play and extends their sentences by adding descriptive language. She reads stories clearly and enthusiastically, and children join in using story puppets. The childminder repeats key words and supports children's understanding through questioning and discussion. At times, the childminder is too quick with her response. Children could be given more time and opportunities to process information, think and respond independently.

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Curriculum and teaching Expected standard

Mathematical vocabulary and concepts are woven throughout activities. Children are asked questions about size, shape and quantity and are supported to extend their understanding. Children develop mathematical understanding through practical experiences, such as counting and exploring shapes while role playing setting the table for 'The Tiger Who Came to Tea'.

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Inclusion Expected standard

Although the childminder does not receive additional funding, she understands how to use available resources appropriately to benefit children and achieve the most effective impact on their learning and development.

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Inclusion Expected standard

The childminder is responsive to children's individual needs. She reflects on her practice and adapts the setting and curriculum to generally meet the needs of the children attending. For example, she plans outings to help children develop confidence in a range of social situations and reorganises the playroom to support toddlers' developing independence. Accessible play spaces and flexible routines support children's ages and stages of development. Visual aids and objects of reference help younger children's understanding.

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Inclusion Expected standard

Through accurate observation and assessment, the childminder identifies children's needs and monitors their development. She implements appropriate support where gaps are identified to help children make the expected progress. The childminder also seeks advice from other professionals to support children's development. She reviews the support in place and adjusts where needed.

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Inclusion Expected standard

The childminder ensures that all children can participate and experience success in activities by adapting them to suit their ages and confidence levels. She supports quieter children well. Inclusion is embedded throughout the setting. Through an inclusive environment, positive interactions and meaningful experiences, the childminder promotes respect, equality and a sense of belonging for all children. Her motto is, 'Everyone is welcome.'

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Leadership and governance Expected standard

The childminder has identified clear strengths and areas for development through reflection and discussions with parents, carers and other professionals. For example, she evaluates and adapts the outdoor area to enhance learning opportunities that promote children's interests and curiosity. She also seeks children's views through everyday experiences and conversations. The childminder has established supportive partnerships with other professionals and uses advice and guidance to inform developments within the setting. She typically responds promptly to identified areas for improvement and promotes an ongoing culture of development. The childminder understands the importance of keeping up to date with changes in early years practice. She engages in regular professional development and training to support children's learning and development. For example, recent training in communication and language development supported her to complete accurate and detailed

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Leadership and governance Expected standard

Partnerships with parents are well established. From the beginning of induction sessions, the childminder develops trusting, open and professional relationships with families. She maintains regular communication with parents and supports them to continue children's learning and development at home. Information is shared appropriately, and parents value the support provided. They describe the childminder as nurturing, supportive and respectful of children's individuality. Parents comment positively on the progress children make in their confidence, communication and listening skills and social interactions.

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Leadership and governance Expected standard

Overall, the childminder demonstrates a reflective approach and continues to develop the setting and her practice while maintaining an appropriate work–life balance.

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

Children arrive happy and eager to begin their day. They separate from their parents with confidence, knowing they will be welcomed into a caring and respectful home-from-home setting. The calm and friendly childminder warmly greets the children, supporting them to sign in and count how many children are present. Positive and nurturing relationships help children develop a genuine sense of belonging within the setting. Family photos displayed on the walls, alongside photos celebrating recent achievements, help children feel recognised and valued.

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

Children's individual needs and interests are carefully reflected throughout the curriculum. Resources are regularly rotated to maintain children's engagement and curiosity. Children enjoy imaginative play, such as caring for dolls and preparing pretend lemonade and cakes in the role-play café. Activities linked to festivals, traditions, values and cultures help children develop their understanding of modern Britain and the wider world.

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

Children typically show great enthusiasm when sharing books together. They carefully turn pages and confidently retell favourite stories to one another, helping to foster enjoyment of reading and learning. Outdoors, children work cooperatively as they roll balls through long tubes, sharing resources and exploring mathematical concepts such as size and movement. The childminder typically extends learning by modelling language, narration and introducing new vocabulary during play. The outdoor play spaces are thoughtfully organised to inspire imagination, creativity and curiosity about the natural world. Weekly gymnastics sessions further support children's balance, coordination, core strength and gross motor development. The childminder has a detailed understanding of individual needs. She identifies and reduces any potential barriers to learning and/or wellbeing. Children make positive progress from their starting points and are well prepared for the next stage in their

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

Attendance expectations are clearly shared with families from the start. The childminder provides policies before children begin and has effective procedures in place to monitor

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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Facts and figures used on inspection

attendance and maintain positive partnerships with parents. Children demonstrate that they feel safe and included and enjoy attending.

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Next steps

The childminder should provide more opportunities for children to think, respond and express their own thoughts and ideas when engaging in conversations. The childminder should encourage children to develop their problem-solving skills. The childminder should consistently promote children's independence skills.

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About this inspection

The inspector spoke with the childminder and the 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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