Childminder

Childminder

Unique reference number (URN): 2780814 Registered with Ofsted: 24/04/2024 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's physical development progresses well, for example, as they learn to balance scooters or strengthen their hands and coordination when cutting fruit for snack. Children show increasing independence and the ability to concentrate for longer periods, preparing them well for future learning. Children develop their language skills through listening and interacting at story times. From a young age, children learn new vocabulary established through rhymes and activities.

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Achievement Expected standard

Children are encouraged to be independent and manage tasks for themselves, such as dressing themselves without any help and cutting up fruit. They begin to solve problems as they play. For example, children independently match colours during a sorting activity, which helps to strengthen their critical thinking skills. This helps to prepare them for the next stage in their education, such as going to school. Children who may face barriers to learning are supported effectively through close communication with families and tailored teaching, which ensures that they progress from their starting points. To strengthen achievement further, children need more opportunities to process information and respond to questions.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm, positive environment where children understand and follow clear expectations for behaviour. The childminder has close and secure bonds with the children. She offers cuddles and reassurance throughout the day. She monitors attendance closely and works with families to ensure that children arrive ready to learn. Routines are well established, and the childminder adapts her expectations to suit children's age and stage of development. As a result, children join in positively with handwashing and getting ready to go outside.

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Behaviour, attitudes and establishing routines Expected standard

Children confidently make choices in their play and during routines. For example, they express their preferences when deciding what activities they would like outside. The childminder builds children's confidence, promoting positive attitudes to learning. She does this through regular praise and encouragement. For example, when young children build towers and thread beads, she says 'well done' and claps. This helps children to stay engaged in activities for longer periods.

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Children's welfare and wellbeing Expected standard

Children are cared for in a safe, welcoming environment where their welfare is clearly prioritised. Children's happiness and safety are at the heart of everything the childminder does. The childminder maintains good hygiene routines, such as encouraging handwashing before eating. Close supervision during mealtimes ensures that children eat safely and confidently. The childminder helps children build friendships, some of which continue long after they leave the setting. She works closely with families to meet children's individual needs, including supporting changes in sleep routines and potty training, ensuring consistency between home and the setting. Children seek out the childminder for help and reassurance when needed. They demonstrate their trust for the childminder, and they move about her home with confidence and ease. The childminder has strategies in place to support children who may face barriers

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Children's welfare and wellbeing Expected standard

to their learning, such as those with special educational needs and/or disabilities. The childminder is passionate about supporting children's emotional wellbeing. She models positive behaviour and teamwork. As a result, children form warm relationships with their peers. For example, they happily take turns to pour water and share coloured beads. This creates a happy and harmonious atmosphere.

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Curriculum and teaching Expected standard

The childminder has designed a clear, well-sequenced curriculum that covers all areas of learning. She knows what she wants children to learn and how she will support them in doing so. This aligns with the activities and experiences she provides and helps her support the curriculum offered effectively. The childminder prioritises children's personal, social and emotional development, offering consistent expectations that help them feel safe and secure. She provides varied opportunities for physical development, such as threading activities that strengthen fine motor skills and climbing steps in the garden for larger motor skills.

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Curriculum and teaching Expected standard

Younger children are exposed to sounds and have vocabulary broken down. They learn that horses 'neigh' and dogs 'bark'. The childminder weaves mathematics into her curriculum. She uses opportunities to encourage children to count and name shapes. Children enjoy a variety of experiences to develop their physical and social skills, such as when visiting nearby parks and meeting up with other children to run around in the fresh air. The childminder recognises there is still some work to do to ensure interactions are highly effective. For example, at times, the childminder asks children questions but doesn't always give them time to think and respond to help their thinking skills develop consistently.

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Inclusion Expected standard

The childminder creates a warm, inclusive environment where all children feel welcomed and valued. She works closely with families from the outset, gathering detailed information about children's needs, routines and interests. This enables her to identify individual starting points accurately and to plan support that meets each child's needs. The childminder encourages children to make their own choices, for example as they play, and supports children to contribute their ideas. The childminder is aware of how to seek additional funding to help meet children's individual needs, where required. The childminder identifies children's changing needs and adapts activities to help support them to join in. The childminder understands the importance of seeking specialist support at any early stage when additional needs are identified. Continuing to prioritise her professional development will help her remain confident in knowing how to access local authority services when

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Leadership and governance Expected standard

The childminder forges professional links with parents. She communicates effectively with them and involves them in their children's learning and development. Parents say that children thrive in her care, and they value the practical support the childminder offers with family issues, such as sleep routines and potty training. The childminder is proactive in networking with other local childminders. They share ideas and provide constructive feedback. This helps her to improve her practice over time.

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Leadership and governance Expected standard

The childminder's reflective practice and willingness to seek expert guidance demonstrate her commitment to ongoing improvement. The childminder is aware she should prioritise her professional development to help her feel confident in knowing where to go to for support when identifying children's needs.

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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 demonstrate that they have strong bonds with the childminder. They seek her out when they need support and show enjoyment as she joins in their play. The childminder has a deep understanding of their individual needs and circumstances prior to being in her care. This collaborative approach between parents and herself means that children feel at home in her nurturing care. She ensures that she plans activities that are tailored to the children's interests, which helps them to be motivated in their learning and make progress from their starting points. Children spend much of their time exploring the local and wider community with the childminder. They visit places of interest and meet other children and adults.

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

Children grow in confidence as they make independent choices about their play in different environments. Children are supported well to develop their independence. For example, very young children are encouraged to select what they would like to play with and tidy away when finished. They choose snacks and use cutlery to safely cut their food. The childminder asks parents to keep her informed if children will be absent and the reasons why. She talks to parents about the importance of their children attending regularly. This is so children can receive consistent learning experiences to help them progress in their development. Overall, children who face barriers to their learning are supported well. The childminder ensures that she adapts her teaching methods so that all children are included.

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Next steps

The childminder should strengthen strategies to give children time to process information and respond to questions she asks, to support their developing thinking skills further. The childminder should ensure professional development is more focused, to know how to quickly draw on the expertise of other agencies for children who may face barriers to learning.

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About this inspection

The inspector spoke with the childminder and read written testimonials from 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 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 Claire Boparai

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About this setting

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

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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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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.

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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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