Childminder

Childminder

Unique reference number (URN): 2758702 Registered with Ofsted: 15/02/2024 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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Achievement Expected standard

Children generally make progress from their starting points and develop the knowledge and skills they need for their next stages of learning. Younger children communicate their wants and needs effectively, engage adults in conversation and show growing concentration as they investigate and explore resources. Children confidently use both their home language and English as part of their play and interactions. They enjoy books and are developing the confidence to express themselves using an increasing range of words and phrases.

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Achievement Expected standard

Older children talk confidently about their experiences, explain their ideas and use language to express their thoughts and preferences. They develop mathematical knowledge as they recognise shapes, use mathematical vocabulary and begin to compare quantities during everyday play and routines. Although opportunities for them to secure their knowledge and understanding are not maximised.

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Achievement Expected standard

Children are generally developing the essential knowledge and skills needed for future success. While children typically make progress, planned learning does not always build as precisely as possible on what they already know, understand and can do. Consequently, opportunities to deepen learning and extend children's understanding are not yet consistently embedded across all areas of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically helps children develop the language they need to share, take turns and manage minor disagreements independently. She models polite and respectful communication during everyday interactions and children respond well to this guidance. Children willingly share resources, ask politely for items they would like to use and readily include others in their play. Older children demonstrate consideration for younger children and actively encourage them to join activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder routinely encourages children to talk about what they have learned and can do. Through conversations during play and daily routines, she helps children reflect on their experiences and achievements. For example, she encourages children to talk about skills they have now that they could not do when they were younger. Children develop confidence and a growing understanding of their own achievements over time.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of regular attendance and works sensitively with families to address barriers that may affect children's participation. Children generally understand expectations and routines within the setting. Although routines support children's wellbeing, the childminder does not always establish them as effectively as possible. Consequently, children do not consistently develop a secure understanding of what happens next or what is expected of them during some parts of the day. This means they occasionally spend time waiting rather than engaging fully in the next part of the routine.

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Children's welfare and wellbeing Expected standard

The childminder generally places a clear emphasis on supporting children's health, safety and wellbeing. She creates a nurturing environment where children typically feel happy and cared for. The childminder remains attentive to children's individual needs and responds appropriately when children require support, reassurance or personal care. She works closely with parents to understand children's experiences beyond the setting, helping her recognise changes in children's emotional wellbeing and provide appropriate support when needed.

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Children's welfare and wellbeing Expected standard

The childminder actively promotes healthy lifestyles and uses her knowledge of local health issues to inform her practice. She works with families to encourage healthy eating habits and supports parents to make informed choices about children's diets. For example, she provides guidance about healthier food choices, oral health, weaning and the benefit of reducing older children's reliance on bottles. The childminder also encourages families to register children with a dentist from an early age and promotes positive habits that support children's long-term wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder generally supports children's wellbeing through appropriate care practices and her knowledge of child development. She follows safe sleep and safe food preparation guidance and completes risk assessments for her home and outings to identify and minimise hazards to children. She keeps her knowledge up to date and uses this to inform the care and support she provides.

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Curriculum and teaching Expected standard

The childminder has established clear curriculum priorities that reflect the needs of the children and families she works with. She understands the importance of learning through play and designs experiences that build on children's interests, experiences and stages of development. For example, the childminder introduces a car wash activity linked to children's recent experiences at home, helping them make meaningful connections in their learning and their lives beyond the setting.

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Curriculum and teaching Expected standard

Teaching is typically effective. The childminder uses conversations, stories and everyday experiences to support children's learning. She models language skilfully, helping children develop their communication skills without interrupting the flow of conversation. For example, when children use incorrect words or sentence structures, the childminder naturally repeats the language back correctly so that children hear and learn from accurate models. She promotes a love of books from birth and provides resources that children can enjoy both within the setting and at home with their families. The childminder follows children's interests closely and enhances their play with additional resources. For example, when children make pizzas from dough, she introduces resources, such as tomato ketchup and other materials to encourage creativity and sustain their engagement.

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Curriculum and teaching Expected standard

The childminder uses assessment to identify children's next steps in learning and inform her planning. Although teaching is typically effective, she does not always identify next steps that build as precisely as possible on what children already know and can do. While the childminder provides opportunities for children to develop mathematical knowledge through everyday play and routines, she has not fully considered the progression of mathematical knowledge and skills that she wants children to learn over time. As a result, the childminder does not consistently provide opportunities to deepen learning and embed children's understanding across the curriculum.

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Inclusion Expected standard

The childminder generally identifies children's individual needs accurately and takes appropriate action to reduce barriers to their learning and wellbeing. She works closely with parents and external agencies to secure support when needed. She successfully obtains inclusion funding for children with identified needs and plans carefully how this funding will be used. For example, the childminder routinely uses funding to provide increased adult support and resources that can be used both at home and within the setting.

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Inclusion Expected standard

The childminder adapts her provision to help children access learning and daily experiences. She makes thoughtful adjustments based on children's individual needs. This includes the use of sensory resources, quieter spaces and adaptations to activities to help children access experiences that they may otherwise avoid. The childminder understands the cultural backgrounds and family circumstances of the children she cares for and works sensitively with parents to address barriers that may affect children's learning and wellbeing.

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Inclusion Expected standard

The childminder plans carefully for children's transitions and works closely with other settings and professionals to share information. This helps ensure that when children face barriers to their learning and wellbeing, the receiving settings have a full understanding of their needs, strengths and support arrangements from the outset. The childminder typically identifies and responds to barriers to children's learning and wellbeing so that they can make progress from their starting points.

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Leadership and governance Expected standard

The childminder reflects regularly on her provision to review the quality of care and learning provided. She works closely with her assistants to reflect on practice, share learning and discuss areas for development. For example, she has recently focused on strengthening communication and language interactions.

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Leadership and governance Expected standard

The childminder values ongoing professional learning and uses this to enhance the support provided for children. She has recently extended her knowledge of working with children who encounter barriers to their learning. The childminder ensures that assistants understand their roles and responsibilities through regular supervision, discussion and access to relevant training. This helps maintain a shared understanding of how children with differing needs can be supported appropriately.

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Leadership and governance Expected standard

The childminder works closely with parents, the local authority and other professionals to support children and their families. She values these partnerships and maintains regular communication to help secure support when needed. The childminder routinely shares information about children's learning and development and provides guidance that helps parents support their children's progress at home. She is persistent in seeking advice, guidance and additional support for children and families and continues to work with professionals when barriers arise, such as to secure funding.

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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 eager to engage in their play. They confidently explore the environment, make choices in their play and demonstrate positive attitudes towards learning. Younger children develop increasing confidence in their physical skills as they climb, balance and explore sensory experiences. They enthusiastically access slides, climbing equipment and water play, while older children proudly talk about how their balancing skills have improved as they use scooters. Children are encouraged to have a go for themselves and routinely access drinking water, wash their hands and manage everyday tasks independently. They learn to turn taps on and off and the childminder encourages them to persevere when they find new skills difficult at first.

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

Children develop positive relationships and learn to play alongside others. They share resources, take turns and include others in their play. Older children invite younger children to join activities and show consideration for others. Children show confidence in expressing their needs, preferences and ideas. They enjoy singing familiar songs and rhymes with the childminder. Younger children recall favourite actions and anticipate what comes next.

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

Children who speak English as an additional language are included well by the childminder. Their home languages are valued alongside English, helping them communicate confidently and feel a sense of belonging. Children enjoy conversations with the childminder about their families, recent experiences and important events in their lives. They talk about visits to family members, moving house and journeys they have made, helping them connect new learning to what they already know.

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

Children benefit from experiences that build on their interests and broaden their understanding of the world around them. They receive opportunities to enjoy experiences beyond those typically available in their daily lives. For example, for children who usually travel by car the childminder plans journeys by bus, helping them learn about their local community and the wider world.

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Next steps

The childminder should refine the use of assessment and planning so that learning experiences build more precisely on what children already know and can do and support them to make the best possible progress. The childminder should strengthen the mathematics curriculum so that children develop a secure understanding of number, quantity and mathematical concepts through a clear sequence of learning. The childminder should strengthen daily routines so that children consistently understand what happens next and develop greater independence in managing transitions and everyday tasks.

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About this inspection

The inspector spoke with the childminder, children and parents 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 22:00,Friday : 07:00 - 18:00,Saturday,Sunday : 08:00 - 22:00

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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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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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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

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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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