Childminder

Childminder

Unique reference number (URN): 2789454 Registered with Ofsted: 31/05/2024 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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Achievement Expected standard

Children make progress from their individual starting points. They develop new knowledge and skills over time and build on what they already know and can do.

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Achievement Expected standard

Children develop increasing confidence and independence. Children who are newer to the setting become settled and increasingly take part in activities and experiences alongside others. Older children develop self-help skills that prepare them for their next stage of development. For example, they begin to manage aspects of their clothing independently as they prepare for potty training.

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Achievement Expected standard

Children make progress in their communication and language development. They confidently talk about their experiences, interests and the people who are important to them. Children engage in sustained conversations with the childminder and increasingly express themselves during daily routines and play. Although children do not consistently develop a wider interest in books or choose books independently throughout the day, they generally gain the knowledge, skills and confidence needed for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a calm and nurturing environment where children generally understand routines and expectations. Children develop secure relationships with the childminder. They seek comfort and reassurance from her when needed. For example, children readily approach the childminder for cuddles before returning to play. Daily routines help children to understand what is happening next and feel settled and secure.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes children's confidence and positive attitudes towards learning. She encourages children to make choices, join activities and persevere when tasks are difficult. Children generally engage well in play and respond positively to familiar routines and expectations. Regular attendance helps children to build secure relationships and establish routines. The childminder works closely with parents and carers to respond to children's individual needs, including those who find transitions difficult.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to share resources and take turns during their play. For example, she uses turn-taking games and reminds children to wait for their turn. However, she generally relies on reminders when children struggle to share or want the same resources. During free play, children frequently require the childminder's intervention to manage disagreements about toys. The childminder does not consistently help children to understand the feelings and perspectives of others or how their actions affect their peers. This does not help children to consistently develop the social and emotional skills that help them to understand emotions, relationships and the needs of others.

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Children's welfare and wellbeing Expected standard

The childminder supports children's health and wellbeing through consistent daily routines. Children learn about healthy lifestyles through activities and discussions that promote oral health, healthy eating and positive hygiene. For example, children take part in activities that promote their understanding of oral hygiene. They regularly wash their hands throughout the day to support hygiene habits.

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Children's welfare and wellbeing Expected standard

The childminder tailors care routines to meet children's individual needs. She works closely with parents and carers to understand children's sleep patterns, routines and stages of development. Children who require sleep rest on individual sleep mats with their own bedding, while children who no longer nap are supported to have quiet time. This generally helps children to feel comfortable and ready to take part in daily experiences.

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Children's welfare and wellbeing Expected standard

The childminder carries out personal care routines sensitively and respectfully. She maintains children's privacy during nappy changing. The childminder encourages older children to take an active role in their own care. For example, children begin to manage their clothing independently as they prepare for potty training. The childminder follows appropriate hygiene procedures, including cleaning equipment between uses and supporting children to wash their hands. As a result, children generally feel safe, secure and well cared for.

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Curriculum and teaching Expected standard

The childminder has a clear focus on helping children to develop confidence, independence and communication skills. She uses her knowledge of children's interests, experiences and next steps to shape their learning. Children benefit from activities that build on what they already know and can do, developing their knowledge and skills over time.

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Curriculum and teaching Expected standard

The childminder uses routines and everyday experiences to support children's learning and development. For example, during snack time, children peel fruit, scoop melon and use child-friendly tools to prepare their own food. The childminder introduces vocabulary, such as 'peel' and 'scoop', and encourages children to persist with tasks. She promotes children's understanding of how daily routines, such as toothbrushing, support their health and wellbeing. During children's play, the childminder introduces mathematical language and concepts, including counting and shape recognition. This helps children to develop early mathematical understanding.

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Curriculum and teaching Expected standard

The childminder extends children's learning through conversations and experiences that are meaningful to them. She encourages children to talk about familiar experiences. The childminder uses these discussions to introduce vocabulary and ideas. She uses community visits to broaden children's understanding of the world around them. Children generally engage well because activities reflect their experiences and interests. However, books are usually stored away, rather than routinely available within children's play spaces. As a result, children do not consistently choose books independently or develop a wider interest in reading throughout the day.

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Inclusion Expected standard

The childminder takes time to understand children's individual needs, personalities and family circumstances. She works closely with parents and carers before children start to gather information about their routines and development. The childminder uses flexible settling-in arrangements to help children to become familiar with the setting. For example, when children transfer from another setting, she liaises with parents and the previous provider to support continuity of care. As a result, children generally develop secure relationships and feel included within the setting.

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Inclusion Expected standard

The childminder responds to children's circumstances. She adapts her approach for children who find new situations or changes difficult, helping them to build confidence gradually. The childminder uses discussions and activities to promote children's understanding of significant events in their lives. For example, she prepares children for changes within their family, such as the arrival of a new sibling. This provides reassurance during periods of change. The childminder generally adapts routines and experiences to reflect children's individual needs and stages of development.

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Inclusion Expected standard

The childminder values diversity and promotes an inclusive environment. She works closely with families to understand children's backgrounds and experiences and ensures these are reflected within the setting. The childminder understands how to identify when children may require additional support, including children with special educational needs and/or disabilities. She knows how to seek advice from other professionals when needed.

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Leadership and governance Expected standard

The childminder reflects on her practice and engages in professional development to strengthen her knowledge and skills. She uses learning from training to inform her practice and understands when to seek advice and support. The childminder uses local authority guidance and professional networks to help meet children's needs.

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Leadership and governance Expected standard

The childminder builds positive relationships with parents and carers. She gathers information about children's routines, interests and development and maintains regular communication with families. Parents value the advice and reassurance the childminder provides as children move through different stages of development. The childminder works closely with other providers when children move between settings. This supports continuity in their care and learning.

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Leadership and governance Expected standard

The childminder makes purposeful use of the local community to enrich children's experiences. She meets with other childminders during outings, enabling children to develop friendships with a wider group of children and become confident in different environments. The childminder promotes children's understanding of diversity and different life experiences. However, the childminder's evaluation of practice does not consistently identify where everyday interactions and the learning environment can be used more effectively to further support children's literacy, social and emotional development. As a result, children's literacy and social and emotional development are not promoted as consistently.

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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 confident in this welcoming childminding setting. They develop close relationships with the childminder. She knows children well and takes time to understand their individual personalities, interests and family experiences. The childminder helps children to feel valued and secure. Children generally settle well and develop trusting relationships with the childminder. They confidently seek reassurance and return to their play, knowing that support is available when needed. The childminder helps children to develop confidence and independence throughout the day. Children do things for

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Inspector:

Holly Smith themselves, such as preparing their own snacks, washing their hands and managing aspects of personal care.

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Inspector:

Children enjoy a wide range of experiences that help them to learn about the world around them. They regularly visit toddler groups, farms, beaches and local places of interest. The childminder uses these experiences to help children to build confidence in different environments and develop friendships with other children. Children enjoy sharing their experiences and talking about events in their lives, including family holidays. They talk confidently about familiar experiences, such as swimming pools, tractors and transport. The childminder uses these discussions to build on children's interests and understanding. She values children's interests and experiences and reflects these in what they do. Children learn about different cultures and celebrations. This helps them to develop respect for others and an understanding of the wider world.

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Inspector:

Children develop communication skills through warm interactions and meaningful conversations. They enjoy sharing their ideas, experiences and interests. The childminder listens attentively to what children say. She helps children to communicate in different ways. The childminder uses sign language alongside spoken language to support children's understanding and communication. Parents and carers are welcomed into the setting and work closely with the childminder to support children's care, learning and development. This helps to provide consistency between home and the setting. Children feel safe and included and benefit from care that reflects their individual needs and experiences.

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Next steps

The childminder should strengthen interactions during play to further develop children's sharing, turn-taking and understanding of emotions so they build positive relationships and social skills. The childminder should support children to engage more independently with books and further develop their early language and literacy skills by increasing their access to books.

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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.

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About this setting

Operating hours: Monday : 08:00 - 17:00,Tuesday,Wednesday : 08:00 - 16:00,Thursday : 08:00 - 16:30

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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

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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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