Childminder

Childminder

Unique reference number (URN): 2761910 Registered with Ofsted: 21/05/2024 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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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes children's attendance. She follows up swiftly if children fail to arrive as expected. The childminder establishes warm relationships with all children, who see her as a source of comfort and reassurance. The childminder is an effective role model, showing children how to be kind and respectful to each other. She models sharing and turn- taking. The childminder provides children with any extra encouragement or support they may need with this aspect of their development. As a result, children learn about acceptable behaviour and to consider the needs of others. Typically, children enjoy playing together. They respond well to the praise they receive when they are helpful, such as with tidying away toys or helping to clear the table after they have eaten.

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Behaviour, attitudes and establishing routines Expected standard

Because the childminder provides resources she knows children will enjoy using, they typically focus well on their play and enjoy what they do. However, there are some inconsistencies in children's attitudes. For example, occasionally, some children with less well-developed language skills find it harder to join in with some activities on offer because they do not consistently receive effective help to do so.

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Children's welfare and wellbeing Expected standard

The childminder ensures that her home is a safe and welcoming space, where children can enjoy their play and the company of each other. All children, including those who may face barriers to their learning, show they like and trust the childminder. Typically, they thoroughly enjoy their time with her. Children are confident to share their views and needs. They enjoy helping to care for their environment, such as by tidying up toys before they eat. The childminder plans her days so that children have access to outdoor learning through walks or visits to parks or local attractions.

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Children's welfare and wellbeing Expected standard

The childminder meets children's care needs with dignity and kindness. She ensures that children have the privacy to which they are entitled when having their intimate care needs met. The childminder follows robust hygiene procedures to promote children's positive health. She makes effective use of mealtimes to teach children manners and social skills. For example, the childminder teaches children to remain at the table until everyone has finished eating and to feed themselves using cutlery. She provides home-cooked meals and talks positively about the healthy food she offers. This helps children to develop a positive attitude to following a nutritious diet. Children are excited to find out what fruit they will be having for snack each day.

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Achievement Needs attention

Due to inconsistencies in the quality of the planning and delivery of the curriculum, some children do not make the progress of which they are capable. For example, children do not develop a love of books because the childminder does not prioritise reading to them. Some children do not progress as swiftly with their language development as they could.

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Achievement Needs attention

Children do develop lots of skills as they play with the available resources. They learn to problem-solve as they build with magnetic blocks, working out which pieces will fit together. Children develop their hand-eye coordination as they fit poles together to build a tent. They develop their physical skills as they chop fruit and carefully pour their drinks at mealtimes. Children explore their local community on frequent visits to parks, zoos and toddler groups. Some children develop into confident communicators, who ask questions, make comments and enjoy back-and-forth conversations.

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Curriculum and teaching Needs attention

Although the childminder plans a range of activities and outings for children, typically, these are not planned with any specific learning intention in mind. The childminder takes children to lots of groups and on lots of outings but does not consider if these are meeting children's specific learning needs well. At home, she focuses on providing resources children will enjoy, rather than first considering what children most need to learn next. Children enjoy their play and do develop important skills. For example, children develop their hand-eye coordination as they build with magnetic blocks. However, due to the lack of precision in the planning of the curriculum, children's learning is sometimes left to chance. This means gaps in children's skills and knowledge can emerge.

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Curriculum and teaching Needs attention

The childminder offers effective support to children who need extra help to manage their emotions. She helps children to understand how they are feeling and supports them to manage their behaviour. The childminder teaches children to take turns and consider the needs of others. She models words clearly and talks to children about what they are doing, which helps to build their vocabulary. The childminder makes effective use of mealtimes to promote a range of independence skills, such as handwashing and preparing food.

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Inclusion Needs attention

The childminder accurately identifies children who may need extra support with aspects of their development. However, there are inconsistencies in how effectively she focuses support on what children most need help with. For example, although she identifies children who may need extra help with their communication and language development, she mostly initiates conversations with children who are developing well in this area. This means some children do not receive the focused support they most need. The childminder is effective in supporting other areas where children need extra help, such as with learning to manage their behaviour and emotions. She works closely with parents and carers to ensure that there is a consistent approach to further support children in this aspect of their development.

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Inclusion Needs attention

The childminder knows children well. She is well placed to use any additional funding in their best interests and to remove potential barriers to their learning. The childminder takes account of the experiences children may, or may not have, at home. She plans well how she can use funding to broaden children's understanding of the world around them. The childminder understands the importance of working with other professionals to draw on their expertise to meet children's needs and help them catch up with their peers.

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Leadership and governance Needs attention

Since the childminder has registered, she has made minimal use of professional development opportunities. This has inhibited her ability to design and deliver a fully effective curriculum for all children, including those who face barriers to their learning. The childminder has only recently recognised that she has a lack of understanding around her role as an educator. She is now keen to improve her knowledge and practice in the best interests of children. Where she has improved her skills, this has positively impacted on her ability to meet children's learning needs. For example, the training she completed about managing behaviour has led to her confidently supporting children in this regard. The childminder is more confident in her role as a carer, ensuring that her home is safe and welcoming and makes children feel valued.

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Leadership and governance Needs attention

The childminder builds close and warm bonds with parents and carers, who appreciate her advice and support as they navigate parenthood. She keeps them updated on what children have been doing and enjoying. The childminder also works closely with parents where children need extra support. This ensures a consistent approach to any strategies they put in place. The childminder offers useful advice about sleeping and eating, which promotes children's health and wellbeing. She understands the value of working with any other professionals who may be involved in children's care or development.

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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

The experiences and resources available to childminder are not consistently offered with clear learning objectives in mind. This impacts on children's ability to develop the skills and knowledge they most need to learn next. Children experience a variable quality of teaching. For example, while some children receive lots of encouragement to join in with conversations, other children with less-developed language skills receive less encouragement to do so.

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

Children are content and settled. They show they feel safe and valued. Children enjoy the company of the childminder and confidently move around her home. They choose what to do and, typically, enjoy their play. Children understand the routines of the day. They happily help with age-appropriate tasks, such as tidying up and preparing the table for snacks and meals. Children demonstrate a sense of belonging. They arrive happily in the morning, smiling and excited to start their day with the childminder.

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

Children take part in a range of activities and outings that they enjoy. They enjoy building with construction blocks and playing imaginative games together. Children do develop an appropriate range of physical skills and learn to do things for themselves, such as to wash their hands.

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

Typically, children behave appropriately for their age. They receive the support they need to do so. Children are encouraged to play together cooperatively, to share and to take turns. They are appreciated for their individuality, and the childminder shows real interest in their lives and interests. The childminder has suitable policies and procedures in place to encourage regular and prompt attendance. This helps children to get the most out of their time with her and establish useful routines.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

plan and deliver a curriculum with clear learning intent, focusing on what all children, including those who face barriers to learning, most need to learn next 01/07/2026

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Action Completion Date

improve the use of professional development opportunities, focusing on developing the skills and knowledge needed to improve teaching and consistently meet children's learning needs. 01/07/2026

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About this inspection

The inspector spoke with the childminder, parents and carers 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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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

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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