Childminder

Childminder

Unique reference number (URN): EY542166 Registered with Ofsted: 19/06/2017 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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Achievement Expected standard

Children make typical progress across all areas of development. They build on their previous learning through repeated experiences that extend what they already know and can do. For example, children develop increasing confidence in using a range of tools and are strengthening their grasp. They develop their physical strength and coordination. Younger children practise digging in the sand to uncover animals. Older children navigate climbing equipment that helps them build core physical strength. Children also demonstrate positive personal, social and emotional development. They form secure relationships with the childminder. Children confidently express their needs, showing that they feel safe, understood and supported.

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Achievement Expected standard

Children develop their communication and language skills through listening to stories and being encouraged by the childminder to ask questions. During music and movement sessions, older children confidently dance, copy actions and engage enthusiastically with the songs played on the television. However, babies tend to sit and watch the screen rather than join in. This limits opportunities for them to practise their early communication skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically supports all children's behaviour well. She acts as positive role models, offering clear rules and consistent expectations. The childminder builds warm and secure relationships with children, who benefit from her calm and reassuring approach. The childminder uses age-appropriate language and praise to guide children's behaviour effectively. As a result, children respond positively, treating one another with kindness and respect.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder embeds routines into the setting. She encourages children to take on roles to help tidy away and set up for lunch. In general, lunchtime is a calm and sociable experience where the childminder promotes positive manners. She helps children to develop positive social habits and an understanding of routine expectations. During their play, the childminder gently supports children to share resources. She responds promptly to minor conflicts and uses simple explanations to reinforce positive behaviour, which children respond to well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets clear boundaries and gives children advance warnings ahead of transitions to ensure they know what is happening next. As a result, children respond well to transitions in the routine, and are well prepared for the next stage of their day. The childminder promotes the importance of regular attendance, supporting children into positive routines in readiness for starting school.

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Children's welfare and wellbeing Expected standard

The childminder provides an inclusive environment that promotes children's welfare, emotional wellbeing and sense of belonging. She gets to know children well. The childminder works closely with parents and carers to ensure children's individual care practices are included in the daily routine. Children are relaxed and comfortable with the childminder and her assistants. They confidently seek comfort and reassurance when needed. This demonstrates they feel safe and well cared for. Babies and younger children settle quickly and form attachments with their key person. This helps them to feel secure and ready to explore. The childminder raises children's awareness of their emotions through daily discussions about how children are feeling. Children use words such as 'happy' and 'sad' as they begin to link their feelings and emotions.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy lifestyles through everyday routines. Children enjoy freshly prepared, balanced meals and are encouraged to develop independence at mealtimes. For example, they serve their own food and use cutlery. Although children wash their hands at various points during the day, the childminder does not consistently encourage them to do so before snack time. As a result, some children do not fully develop an understanding of positive hygiene practices.

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Curriculum and teaching Expected standard

The childminder has developed an ambitious curriculum that supports all areas of learning. She maintains a focus on helping children to become confident, independent and well prepared for the next stage of their education, including school. Through regular observation and assessment, the childminder closely monitors each child's development and identifies meaningful next steps in their learning. She uses this information, alongside children's interests, to plan engaging and enjoyable activities. For example, children enthusiastically dig in the sand to find hidden farm animals. Younger children name the animals and practise the animal sounds. Older children share their knowledge and facts about life on a farm.

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Curriculum and teaching Expected standard

Overall, the childminder supports children's communication and language well. She narrates children's play, initiates conversations and sings to children throughout their play and learning. The childminder uses questioning to test children's knowledge and find out more information. However, the use of a screen to deliver action songs, limits her ability to model movements directly. This results in reduced interaction from the babies and opportunities for them to practise early communication skills. The childminder promotes early counting by encouraging children to count out loud during everyday play. However, the childminder has not yet fully explored ways to embed a broader range of mathematical concepts, such as capacity, size and shape, within children's activities. As a result, children do not have consistent opportunities to develop their early mathematical understanding.

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Curriculum and teaching Expected standard

The childminder supports children with their personal, social and emotional development. She has consistent behaviour expectations so that all children know what to do. The childminder plans group activities that help children to follow and listen to instructions. She supports children to express their feelings through conversations and at story time. This supports children to learn how to manage their emotions.

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Inclusion Expected standard

The childminder uses information from parents and carers to understand each child's needs. This enables her to provide well-matched care and learning. This includes identifying whether children have any additional needs or developmental delays. The childminder combines this information with ongoing observations to plan appropriate next steps in learning for children. Continuous assessment enables the childminder to monitor each child's progress effectively.

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Inclusion Expected standard

Overall the childminder is proactive in identifying and removing barriers to children's development as they arise. She typically adapts her home environment to ensure all children have equal opportunities to play and learn. The childminder considers children's individual needs when planning activities. This ensures that children of all abilities can participate confidently. The childminder makes any necessary adaptations to support children's success. For instance, she considers children's varying abilities when planning for their physical development. For example, the childminder provides a safe space for babies to crawl through tunnels to support older children to balance along beams.

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Inclusion Expected standard

The childminder offers additional support to those who children speak English as an additional language. For example, she uses basic words in the children's home language to help them communicate essential needs, such as tired, hungry or toilet. The childminder also uses visual aids to help children to follow the daily routine and understand what will happen next. This approach helps children to feel secure, included and able to participate confidently in activities.

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Leadership and governance Expected standard

Overall, the childminder manages her workload effectively and maintains high standards across the setting. She evaluates her own practice and that of her assistants, to prioritises relevant training so her team can consistently enhance the quality of provision. For example, the childminder attends training to keep up to date with changes to framework and requirements. However, she has not yet fully reviewed the delivery of her curriculum to ensure children benefit from wider mathematical concepts. In addition, the childminder has not fully reviewed the effects of screen-based activities on the youngest children's communication and language development.

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Leadership and governance Expected standard

The childminder has established positive partnerships with the children's families. Parents and carers praise the communication between home to setting, and value the daily updates. The childminder keeps parents fully informed of their child's development, progress, activities and ways they can continue their child's learning at home. The childminder works well with other professionals involved with children to ensure children receive a consistent approach. Children benefit from trips out into the community to explore their wider world. These include parks, nature walks and visits to the shops. The childminder has formed positive relationships with local schools, which helps to support children's transition into school.

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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 and settled and enjoy their time at the childminder's home. They receive encouragement to lead their own play. Children make choices from the many activities on offer that suit there age and stage of development. For instance, young children climb apparatus and balance on beams with increasing control. Other children use utensils and jugs to pour and mix 'pancake mixture' in the outdoor area. Children enjoy the activities on offer. They engage for long periods and have a positive attitude to learning. All children,

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Inspector:

including those with barriers to their learning, make steady progress and develop the skills they need for future learning.

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Inspector:

Children develop secure relationships with the childminder and her assistants, who respond warmly to children's needs. They seek cuddles and reassurance when needed. Children show a sense of belonging in the setting, which helps them to feel safe and secure. Children benefit from the organised routine. This helps them to understand what is happening next and supports their confidence. Children learn to manage routines and develop independence through daily experiences, such as handwashing, mealtimes and settling for rest. They take on roles and responsibilities well under the childminder's guidance. For example, they help to set the table for lunch and serve their own food and drinks. This supports children's independence and helps them to feel valued.

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Inspector:

Children enjoy engaging in conversations with their friends and the childminder. They receive support to expand their vocabulary. Children use words, such as sticky, smooth and lumpy, to describe texture while making play dough. Children develop positive social skills, such as sharing and turn-taking as they take part in group times. They show manners towards their friends and adults. This reflects a culture of respect and kindness that the childminder models. Children benefit from the support and guidance offered to families for home learning. This enables parents and carers to build on the experiences provided in the setting. The childminder works in close partnership with parents to promote regular attendance, ensuring consistency of care.

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Next steps

The childminder should strengthen the curriculum for mathematics so that children develop a broader understanding of early mathematical concepts and vocabulary. The childminder should ensure group times for younger children are more interactive and engaging to promote their communication and language development. The childminder should embed hygiene practices before all mealtimes including snacks to consistently help children understand the importance of staying healthy.

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About this inspection

The inspector spoke with the childminder, assistants 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 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. Charmaine Cayton

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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

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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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