Childminder

Childminder

Unique reference number (URN): EY548927 Registered with Ofsted: 02/08/2017 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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Behaviour, attitudes and establishing routines Expected standard

Typically, children develop effective personal, social and emotional skills. The childminder promotes their overall wellbeing, and children are regular attenders. This helps them to become familiar with routines, and they enjoy attending a range of play groups and sessions with the childminder in the community. The childminder supports children's behaviour effectively and helps them to manage their emotions. When children struggle to share, the childminder sensitively intervenes and explains to children that their actions impact others. Children receive praise when they behave well, and the childminder models how to resolve conflicts.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has flexible routines for children, and they show enjoyment as they take part. For example, they all help to tidy around indoors before they wash their hands for snack. The childminder encourages children to put on their own shoes and coats before they go outdoors and recognises that some children need more time to prepare for transitions. Overall, children have positive attitudes to learning. The childminder prepares the environment indoors and outdoors with activities that interest them. However, the childminder often supervises and stands back rather than interacting, so then children do not consistently deeply engage in their learning.

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Children's welfare and wellbeing Expected standard

Overall, the childminder knows children well and knows how to meet their care needs. She adapts her practice to meet children's individual dietary and medical needs. Children demonstrate they have close relationships with her and build positive relationships with each other. The childminder is a good role model for children and encourages them to be kind and well mannered.

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Children's welfare and wellbeing Expected standard

Typically, children show developing physical skills and persevere as they use the plastic knives to chop their fruit. The childminder teaches them how to do this effectively, and children show awareness of how to keep themselves safe. Generally, older children are confident to ask for the things they like and thoroughly enjoy a range of healthy fruits. They sit together at the table to share their snack and eat healthy packed lunches. However, the childminder does not consider children's developmental stages, and some children sit in a highchair instead of at the table. Children's oral health is promoted in partnership with families. For example, parents say that they struggle to brush their children's teeth at home. The childminder provides opportunities for children to practise brushing their teeth and talks to them about the importance of building healthy habits for the future.

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Inclusion Expected standard

The childminder has accessed professional development opportunities to help her provide support to children with barriers to their learning and those with special educational needs and/or disabilities when appropriate. She understands how to assess children's progress and is aware of how to make referrals to the relevant agencies, such as speech and language and early help professionals. The childminder describes how she has used extra

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Needs attention

funding to support children who previously attended and understands how to use this effectively to meet children's needs.

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Needs attention

The childminder provides a respectful and inclusive environment for children. For instance, she ensures that all children are welcome in the setting and gathers information from families about how to meet their care needs. For example, the childminder sources snacks for children with dietary needs and ensures that they are safe to sit with the group for meals. She often purchases extra snacks if children enjoy them, to further support families, so children can enjoy them at home. This promotes children's and families' wellbeing.

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Achievement Needs attention

Children do not make swift or effective progress in relation to their starting points and the progress made is not consistently as a direct result of the childminder's teaching. Children are not fully supported to reach their full potential across all areas of their learning, particularly their communication and language skills.

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Achievement Needs attention

Children begin to develop some of the other skills they need to start school. They attend regular play groups with the childminder. They experience making new friends and being part of a larger group. This helps them to develop their social skills and broadens their experiences. Typically, children build self-confidence and develop a sense of belonging as they explore the local area and their community. The childminder supports children to become independent and manage their own personal care.

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Curriculum and teaching Needs attention

The childminder does not provide an ambitious curriculum for all children. For example, she has identified some children are not using enough vocabulary but does not provide effective support to extend this. Children enjoy playing imaginatively in the wooden kitchen and with the dolls indoors. However, some children play silently, and the childminder does not model words or encourage any speech. This means they are not supported to make appropriate progress in this area of their learning.

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Curriculum and teaching Needs attention

Older children develop the strength in their fingers as they roll the dough and make shapes. The childminder is aware that this is an activity of interest for children but does not interact with them to teach them new skills. The childminder provides children with stories that they are enthusiastic to listen to, such as books about princesses. However, she asks closed questions, such as if they can name each princess, and younger children are not encouraged to participate. Children quickly move on from activities and are not deeply engaged in their learning.

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Curriculum and teaching Needs attention

The opportunities for children to learn outdoors and develop their physical skills are more effective. Children show enjoyment as they use the brushes, water and mud to make circles on the clear drawing frame. They use the steps safely to get to the top of the slide. Young children use the dolls' pram to move around and continue their imaginative play.

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Leadership and governance Needs attention

The childminder has made improvements since the last inspection; however, these are not fully embedded and do not have enough impact for children. There continues to be weaknesses in the curriculum on offer and the childminder's teaching. This does not help to support children to make effective progress in their learning and development.

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Leadership and governance Needs attention

The childminder works in partnership with the local authority early years advisers to ensure that she is up to date with the latest guidance. For example, she understands the importance of supervising children as they eat and is aware of safer sleeping regulations. This helps her to promote children's safety and wellbeing. The childminder accesses a range of professional development opportunities, such as online webinars. However, she does not consistently reflect on the impact of her teaching for children, and acknowledges further improvements are needed.

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Leadership and governance Needs attention

Parent partnerships are positive. The childminder knows children and their families well. She uses information to meet their care needs and provides support to families beyond her setting. For instance, parents are supported to understand the importance of regular attendance and healthy eating. This has a positive impact on children's health, and they establish good routines for the future. The childminder helps parents to consider which school their child may attend and how to get their place in a school nursery. Children benefit from smooth transitions, and the childminder shares relevant information to promote continuity.

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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 not yet supported to achieve their full potential. Although the childminder has made improvements since the last inspection, these are not fully embedded to have enough impact on children's learning. For example, some children use very limited language as they play and explore independently, and the childminder does not extend or develop this consistently. Children's learning is incidental and not consistent because of the childminder's teaching. The curriculum is not improved enough to have a positive impact on children's progress across every area of their learning, particularly those who are newer to the setting. For example, some children use mathematical language and say number names in their play. This is not recognised by the childminder and opportunities to build on what children know and can do are not used effectively. Despite this, children show enjoyment in learning and develop confidence as they participate in activities the childminder has prepared.

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

In contrast, children benefit from close relationships with the childminder and show they feel safe and happy in her care. Children begin to develop social skills in preparation for starting school and are supported to share and take turns. Typically, children's behaviour is positive, and they benefit from praise from the childminder. There is a strong focus on helping children to become independent, and they demonstrate effective self-care skills, such as washing their own hands and using cutlery. Children's positive emotional wellbeing is carefully considered by the childminder, and she is aware of any potential barriers to their care and wellbeing. For example, children benefit from flexibility in their routines and attend regularly as the childminder offers to collect them if necessary.

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About this setting

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

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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:

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Action Completion Date

develop the curriculum to ensure that it is purposeful and matched to children's individual learning goals 19/06/2026

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Action Completion Date

improve teaching to help children make the best possible progress, particularly in their communication and language development 19/06/2026

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Action Completion Date

improve ways to monitor the effectiveness of practice and teaching, to make continual improvements that benefit children's learning and development. 19/06/2026

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About this inspection

The inspector spoke with the childminder and the 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. Local authority: Sunderland

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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. 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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