Childminder

Childminder

Unique reference number (URN): 2807995 Registered with Ofsted: 27/09/2024 Registers: EYR, CCR

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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 suitable progress from their starting points. Young children demonstrate secure communication skills, speaking confidently. They name familiar images, such as 'scarecrow' and 'tractor', and use simple phrases clearly. Children show advanced physical development and problem-solving skills. For example, they run, throw balls and complete a 12-piece puzzle independently. Children develop a love of books and listen to stories with concentration.

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Achievement Expected standard

Children receive support to make progress in key areas, particularly their communication, social and physical development, for example attending swimming lessons and building confidence in the water. Children build an understanding of their emotions and how to express them. They develop independence as they wash their hands before eating or preparing food. For example, children help to whisk eggs to make eggy bread. Children are suitably prepared for their next stage of learning. They are socially confident, speaking with new adults happily and explaining what they know and can do.

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Behaviour, attitudes and establishing routines Expected standard

Positive relationships support children's emotional wellbeing and help them settle quickly. Typically children are happy and confident in the setting. They engage warmly with the childminder and chat freely about their interests and experiences. They demonstrate a sense of belonging. Children make choices politely. They follow routines with confidence and sustain their concentration well during their play and learning activities. This reflects the childminder's clear and consistent expectations.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children's behaviour effectively through gentle guidance, praise and positive interactions. She helps children to understand simple rules and social expectations. This typically includes taking turns, sharing resources and showing kindness towards others. Children respond positively to these expectations and behave well. The childminder models respectful interactions. She provides reassurance when children need support, helping them to develop confidence and emotional security.

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Behaviour, attitudes and establishing routines Expected standard

Children receive encouragement to develop their independence through everyday routines and age-appropriate responsibilities. For example, they generally make choices about snacks, decide how fruit should be prepared and take an active role in daily activities. The childminder manages attendance arrangements appropriately. She understands the importance of monitoring children's attendance and following up any unexplained absences. As a result, children demonstrate positive attitudes to learning, showing curiosity, resilience and enthusiasm as they explore and play.

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Children's welfare and wellbeing Expected standard

The childminder provides caring, attentive and responsive support to children. Warm and nurturing relationships are evident throughout the setting. Children demonstrate a sense of trust in the childminder. They are emotionally confident, seek reassurance when needed and appear comfortable and relaxed in her care. The childminder knows children well and is sensitive to their individual needs and circumstances. Overall, children's welfare and wellbeing are supported effectively. Targeted professional development would further strengthen practice and support the childminder in further meeting highly individual needs.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's health and wellbeing effectively. She provides established routines, healthy snacks, regular opportunities for physical activity and frequent outings in the local community. During snack time, the childminder encourages positive hygiene practices and supports children to make healthy choices while promoting safer eating. She also demonstrates a secure understanding of safer sleep guidance and appropriate procedures for managing children's medical needs. These arrangements contribute positively to keeping children safe and healthy.

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Children's welfare and wellbeing Expected standard

The childminder supports children's emotional wellbeing through calm interactions, reassurance and positive encouragement. Children receive encouragement to develop their independence through everyday routines and self-care opportunities. This helps children to gain confidence and resilience. The childminder understands how to identify children with emerging special educational needs and/or disabilities and knows how to seek additional support and generally adapt provision when concerns arise.

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Curriculum and teaching Expected standard

The childminder provides a suitable curriculum that supports all children's learning through play, daily routines and regular outings. She places an appropriate emphasis on children's communication, physical development and personal, social and emotional development. Children benefit from warm interactions, opportunities to talk, active play and experiences that reflect their interests, such as animals, vehicles and outdoor activity.

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Curriculum and teaching Expected standard

The childminder knows the children in her care well. She identifies relevant next steps in children's learning. The childminder uses assessment suitably to monitor children's progress over time. She shares information with parents and carers. However, the childminder does not consistently adapt her teaching sharply enough to extend children's learning further from what they already know and can do. For example, during a farm activity, the intended focus on vocabulary did not significantly deepen learning because children were already secure in using much of the language during the activity. A focus on physical development supports young children to develop skills, catching and kicking balls with high levels of coordination.

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Curriculum and teaching Expected standard

Typically, the curriculum and teaching is ambitious for all children, including those with special educational needs and/or disabilities (SEND) or who are disadvantaged and supports children to make the progress they should.

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Inclusion Expected standard

The childminder identifies children's individual needs appropriately. She demonstrates a secure understanding of the procedures to follow when concerns arise about a child's development. The childminder observes children carefully and records concerns. She works in partnership with parents and carers and relevant professionals to help secure appropriate support for children when needed. The childminder makes suitable adjustments to enable children to participate in activities. Although she does not consistently adapt teaching sharply enough to extend all children's learning as fully as possible.

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Inclusion Expected standard

The childminder promotes an inclusive environment where children feel safe, valued and emotionally secure. She understands how to support children with emerging special educational needs and/or disabilities (SEND). The childminder recognises the importance of implementing strategies and reviewing their effectiveness to ensure they meet children's needs and help reduce barriers to learning.

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Inclusion Expected standard

No children currently attend the setting who receive additional funding, for example early years pupil premium funding, or children identified with SEND. However, the childminder demonstrates an appropriate understanding of how additional funding and targeted support can promote children's learning, development and wellbeing. She establishes positive partnerships with parents and maintains communication with other settings that children attend. This helps to promote continuity in children's care and learning experiences. Typically, inclusive practice is effective. However, the childminder has not consistently focused training to deepen her knowledge and understanding of support children with SEND and children's individual needs even more. This means she has not strengthened her practice to provide the most effective support for each child.

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Leadership and governance Expected standard

The childminder knows the children in her care well. She is committed to providing a nurturing and family-centred environment. The childminder builds positive relationships with parents and carers. She shares information regularly through verbal discussions, written reports and electronic communication. This helps parents to remain informed about their child's experiences, learning and development. The childminder understands the importance of working with other settings that children attend. She maintains appropriate communication to support continuity in children's care and learning.

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Leadership and governance Expected standard

The childminder reflects on her practice and uses informal professional networks, including discussions with other childminders, to help keep her knowledge up to date. She understands the value of working with external professionals and knows how to access support from the local authority and specialist services when required. The childminder demonstrates an appropriate understanding of the processes for seeking additional support for children who may have emerging special educational needs and/or disabilities (SEND) or who are disadvantaged.

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Leadership and governance Expected standard

Generally, leadership and governance support positive outcomes for children and contribute to an effective provision. However, the childminder does not undertake focused professional development, and children's highly individual needs are not supported as best as they could be to further improve outcomes for children in her care.

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

Children enjoy a calm, nurturing and welcoming environment where they feel happy, secure and settled. The childminder builds warm relationships with children, who respond with confidence and trust. Children chat spontaneously in play and speak politely to adults and visitors. They join activities with ease, showing that they belong and feel valued.

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

Children achieve well across a suitable range of experiences that support communication, physical development and independence. For example, young children use a broad vocabulary and are confident communicators. They concentrate carefully during an activity with stickers relating to the farm. They develop hand-eye coordination and display early mathematics skills as they complete a 12-piece puzzle independently. Young children recieve supported in their physical development. They kick a football with effective balance and control. The childminder adapts experiences so children can continue to take part and succeed. She adjusts activities for individual children's needs. The childminder provides a rich range of opportunities through books, music, imaginative play and outdoor experiences. These support children to develop their curiosity, coordination and enthusiasm for learning.

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

Children achieve well. They develop a sense of belonging in the childminder's home and thrive. Children make suitable progress from their starting points. They feel safe and cared for. Children benefit from secure safeguarding arrangements, healthy routines and attentive care. For example, the childminder promotes hygiene and healthy eating at snack time. She supports safer sleep and understands how to respond to children's emerging developmental

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About this setting

Operating hours: Monday,Wednesday : 09:00 - 15:00

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Facts and figures used on inspection

needs. Children typically benefit from positive experiences that support their development and wellbeing.

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Next steps

The childminder should develop teaching so that activities build more precisely on what children already know and can do, to extend their learning even more over time. The childminder should undertake more focused professional development to strengthen practice in meeting children's individual developmental and emotional needs.

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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. 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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