Childminder

Childminder

Unique reference number (URN): EY544122 Registered with Ofsted: 08/05/2017 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Children's welfare and wellbeing Expected standard

The childminder focuses closely on children's security and wellbeing. She provides a caring and attentive approach and models this well to assistants that work with her. They all warmly welcome children into the provision and help children to be happy and confident here. New babies settle in quickly and effectively with this close support. The childminder leads care practices for children respectfully and thoughtfully, ensuring children are comfortable and their physical and emotional wellbeing is sustained. Babies are supported closely and their home routines followed. The childminder considers the areas and arrangements for children's naps and sleeping to support their safety and so that they get the rest that they need. She also values children's individuality and privacy. This gives babies and children a sense of security and belonging. Generally, the childminder ensures children receive effective support and clear explanations to manage their frustrations and begin to recognise

p.2

Children's welfare and wellbeing Expected standard

their emotions and join in with activities.

p.2

Children's welfare and wellbeing Expected standard

The childminder ensures children's safety, closely leading practice with assistants moving the groups of children around the different areas and levels of her provision. Overall, she offers suitable opportunities for children to develop their physical skills, in the different areas of her garden and on trips she takes them on to local parks. The childminder helps children learn ball skills and encourages babies to practice taking steps and gain strength for walking.

p.2

Achievement Needs attention

Children are not suitably prepared for their next stage of their education. Children's gaps in learning are not sufficiently closing. At times, babies and children do develop some aspects of their communication however, this is not consistent, including for those children with barriers to developing their language.

p.2

Achievement Needs attention

Children enjoy their time at the childminder's provision. They develop confidence, explore the areas and make some progress. Babies develop their walking skills as they step towards the childminder's outstretched hands or use the walker to steady themselves between steps. Toddlers practice their ball skills on the grass outside. They enjoy making marks and exploring sensory items, such as feathers, and at times, learn and practice naming colours. They play imaginatively and develop early social skills as they explore the pretend kitchen and little house out in the garden alongside the other children.

p.2

Behaviour, attitudes and establishing routines Needs attention

The childminder does not outline clear plans for all aspects of her practice, such as routines and mealtimes. She does not provide her assistants with direction for weaving teaching and learning into these. There is inconsistent support for children to be involved and develop their skills at mealtimes or as they get ready to go outside, for example. Children wait around for staff to do things and do not build their independence and sense of responsibility effectively. The regular flow and rhythm of the day and staff's attention to children's care needs though, contributes to the confidence that babies and children gain. This beneficially helps them settle and fosters their positive attitudes to exploring and new experiences.

p.2

Behaviour, attitudes and establishing routines Needs attention

The childminder is caring and respectful to babies and children and they quickly build effective relationships. This fosters the calm atmosphere at the childminder's provision. The childminder supports children's behaviour age appropriately. Children learn from the respect that adults show them. The childminder also offers children clear explanations and support to help them share and take turns with others. This generally helps them build some social skills. The childminder works with her assistants to help monitor children's regular attendance and then liaises with parents to support this effectively.

p.3

Curriculum and teaching Needs attention

The childminder does not clearly outline her curriculum and what she wants children to learn. Although she assesses children's development and outlines next steps for them, she is not using this information to plan consistent and effective activities and experiences for them. Additionally, the childminder's learning intentions and teaching for children's communication are inconsistent. These do no help minimise barriers children have to developing their speech, close gaps and progress all children's language effectively. The childminder and assistants do take the time to offer some clear explanations to develop children's understanding. At times, they also offer some useful, clear speech to help babies and young children learn new words.

p.3

Curriculum and teaching Needs attention

Children are progressing some skills. The childminder focuses on children's personal and emotional development, ensuring children gain confidence and enjoy being in her provision. Children enjoy listening to stories and look at books with the childminder. The childminder and her assistants are reassuring, and children gain confidence to explore and develop their curiosity. Toddlers enjoy imaginative play and learn some number names and to count items, such as play food. At times, young children develop their dexterity and coordination using chalks to make marks and babies explore sorting shapes.

p.3

Inclusion Needs attention

The childminder monitors children's learning and achievements. She assesses their development and outlines emerging gaps appropriately but does not use these to form a challenging and effective curriculum. The childminder understands how to sequence children's learning and offer children an adapted approach to help children achieve. However, she does not ensure that all her assistants have the skills to adapt their interactions and teaching and can help all children gain the skills they need, including to support their communication. Additionally, the childminder does not promptly seek advice from outside professionals, such as advisors, to gain ideas for helping reduce barriers children have to their learning in a timely manner. She does put additional arrangements in place which helps children in some respects. She also links with parents to share children's changing development and gain information on what children are doing at home, to help

p.3

Inclusion Needs attention

them work together. However, these measures do not help children to effectively close gaps in their development.

p.4

Inclusion Needs attention

The childminder offers caring, patient support for babies' and children's wellbeing. She ensures all children are valued and their differences embraced, this includes those with emerging special educational needs and/ or disabilities and children that speak more than one language. The childminder ensures she works with parents to gain home language words to help consolidate children's growing dual language. The childminder understands the importance of seeking and using any additional funding for children wisely. For example, she discusses the best way to help increase children's outcomes and opportunities, such as offering supplementary outings and trips to enhance their experiences.

p.4

Leadership and governance Needs attention

The childminder more recently has expanded quite considerably, offering larger indoor spaces and increasing the number of places she offers and assistants she works with. She has evaluated, adapted and changed some of her practices and arrangements. However, she has not fully expanded her curriculum to ensure that she can implement these effectively across her whole provision. Additionally, the childminder has not put in place effective monitoring and guidance for her assistants, to ensure that teaching and interactions are of a consistently high standard. The childminder is experienced and well- qualified and shows dedication to her provision. She does ensure they all undertake mandatory and some additional training, focusing this on changing legislation, such as safe sleeping guidance. She supports staff wellbeing and some of their skills, such as helping apprentices to acquire qualifications.

p.4

Leadership and governance Needs attention

At times, the childminder suitably supports partnership working. She forges links with parents. She shares information with them to help support children's learning at home. She has plans to liaise with other settings young children are moving on to, such as pre-schools and nurseries, to help provide a consistent approach to the support children receive as they move.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children make inconsistent progress and are not all well prepared for their next stage of their education. The childminder does not target her curriculum, including routine activities through the day, carefully enough to focus on what children need to learn next. Gaps in children's learning are not successfully closing. The childminder does not seek advice and ideas from other professionals to improve the effectiveness of the additional support she offers for children with barriers to their learning. Additionally, while forming her growing provision, the childminder has not put in place prompt, effective mentoring and clear arrangements for the training of all her assistants. This means children do not receive consistent support and teaching.

p.5

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

Babies and children occasionally receive useful and focused support to develop their communication. However, this is not consistent and not effectively targeted, including for children with gaps in their language skills. At times, the clear explanations children receive help their understanding, as they follow routines and move around the childminder's provision. Young children toddle along for their nappy change and eagerly walk along the path to the garden to play. They learn some words and older toddlers start to engage in conversation.

p.5

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

Babies and children have opportunities to be outside in the fresh air and develop their health and physical wellbeing. They are supported to stay safe in the sun, such as wearing their sun cream and keeping hydrated. Babies settle quickly and effectively into the childminder's provision. They receive attentive, caring reassurance, helping them build bonds with their key person and develop their confidence and sense of belonging here. Babies care needs are closely supported, and this promotes their emotional wellbeing and happiness. They

p.5

Inspector:

Rachel Parker cuddle into the childminder as she carries them up for their nap and they happily snuggle-in to take their bottle.

p.6

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:

p.6

Action Completion Date

plan a challenging and effective curriculum clearly and consistently focused on what children need to learn next 20/06/2026

p.6

Action Completion Date

ensure teaching and interactions consistently support children's communication and language skills effectively 20/06/2026

p.6

Action Completion Date

ensure that appropriate advice is sought to help address barriers that children face to their learning, promptly closing gaps in their development 20/06/2026

p.6

Action Completion Date

improve the training and support for assistants, to ensure that interactions and teaching are consistently effective and promote the best outcomes for all children. 20/06/2026

p.6

About this inspection

The inspector spoke with the childminder, her assistants and children during the inspection and took into account parents written views.

p.6

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.

p.6

About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

p.6

About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 17:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8