Childminder

Childminder

Unique reference number (URN): 259147 Registered with Ofsted: 25/06/2001 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 Strong standard

The childminder forms very strong bonds with children and their families right from the start. This helps children settle in quickly. She thoughtfully sets clear behavioural expectations that are appropriate for the children's age and developmental stage. The childminder's flexible routine ensures that children enjoy a homely environment.

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Behaviour, attitudes and establishing routines Strong standard

Children are excellent at supporting each other as they play together. This creates a lovely atmosphere. Children are extremely kind to one another and play cooperatively with the resources, for example when they are pushing the trikes along the garden path. They learn to take turns while they wait to wash their hands. The childminder praises their achievements, saying, 'You are waiting so patiently, thank you!'

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Behaviour, attitudes and establishing routines Strong standard

Children take great pride in their achievements. Older children squeal with delight when they remove soil from the potatoes. They begin to recognise their emotions and use words to describe their feelings during their play. Children comment that they are 'happy' because the mud is coming off.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive under the childminder's encouragement. They eagerly help her tidy away. She provides clear instructions and uses the opportunity to reinforce counting skills, for example, asking, 'Shall we count the discs as we put them in the box?'

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Behaviour, attitudes and establishing routines Strong standard

The childminder emphasises the importance of regular attendance and punctuality during the settling-in period. Children establish important daily routines and show their eagerness to attend the setting.

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Children's welfare and wellbeing Strong standard

The childminder establishes very strong attachments with the children and responds promptly to their needs. Children seek cuddles and comfort, which helps them feel safe and boosts their confidence to try new activities.

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Children's welfare and wellbeing Strong standard

The childminder is highly effective at promoting children's health. Children enjoy nutritious, home-made meals. At snack time, children choose from a wide variety of fruit. The childminder uses this time to discuss healthy choices and encourage independence. For instance, she models and supports the children as they cut bananas and strawberries, then allows them to take turns.

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Children's welfare and wellbeing Strong standard

Importantly, children begin to understand where food comes from when they harvest potatoes from the childminder's allotment. The childminder closely supervises children during snack and mealtimes to ensure their safety. She works collaboratively with families to support the children's needs, including weaning and sleep routines.

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Children's welfare and wellbeing Strong standard

Children gain from a variety of opportunities for physical play, such as climbing and balancing on play equipment. They begin to recognise the importance of safety. For example, the childminder explains the need to be careful when climbing the slide steps to prevent slipping.

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Expected standard

The childminder adapts care routines to meet the children's needs, ensuring that all children have privacy during nappy changes and when using the potty.

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Expected standard

The childminder implements strong hygiene procedures throughout the routine and consistently reminds children when to wash their hands.

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Inclusion Strong standard

The childminder has fostered a culture of inclusion. She gains a thorough understanding of each child's developmental stage through ongoing assessments. The childminder tracks progress and determines what children need to learn next. This enables her to quickly recognise emerging gaps and provide targeted support. She spends a considerable amount of time with parents, familiarising herself with the children through a comprehensive settling- in process. She closely monitors children's progress and has an excellent understanding of what each child already knows and what they need to learn next.

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Inclusion Strong standard

The childminder explains how she has supported children with special educational needs and/or disabilities. This includes the childminder regularly reviewing and adapting activities and the environment to allow all children to take part.

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Inclusion Strong standard

The childminder is highly effective at using additional funding, such as the early years pupil premium. She plans its use carefully to best support each child's unique care and learning needs. This includes providing targeted resources, enrichment activities and experiences to improve children's outcomes. This reduces barriers to learning for children. In summary, all children make excellent progress from their starting points.

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Achievement Expected standard

All children, including those who may face barriers to their learning and/or wellbeing, make progress from their starting points.

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Achievement Expected standard

Older children learn to recognise and name colours and numbers. Very young children who do not yet speak many words independently can sing familiar songs and nursery rhymes. They follow action rhymes and begin pointing to objects as they sing.

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Achievement Expected standard

Children quickly develop their independence in self-care skills and the confidence to express their wishes. They confidently try to guess if they are putting their right or left leg into their trousers. Children enjoy exploring and are confident in choosing their own resources; they excitedly know where to find and choose their favourite song sack.

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Achievement Expected standard

Parents comment on the plentiful learning opportunities, where children learn to eat independently and begin using appropriate cutlery. Children demonstrate skills across all seven areas of learning, preparing them for the next stage of learning.

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Curriculum and teaching Expected standard

The childminder's curriculum is engaging and well organised. She thoughtfully considers the knowledge and skills children require. Well-planned daily routines, experiences and activities support children to gradually build confidence in these skills. For example, they learn to wash their hands and dress for outdoor play.

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Curriculum and teaching Expected standard

The childminder places great emphasis on the youngest children's personal and social development. She ensures they feel safe and confident in their surroundings and that there is continuity of care through close relationships with parents. They happily observe the older children and begin to learn important socialisation skills.

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Curriculum and teaching Expected standard

The childminder provides many opportunities for children to develop their small- and large- muscle skills, including pushing vehicles around the garden and climbing the steps of a slide. She plans regular visits to soft play, groups and trips to the park.

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Curriculum and teaching Expected standard

The childminder develops children's communication and language skills through singing rhymes and songs. This helps children practise new vocabulary, such as 'splash' and 'snap', through singing repeated phrases. Additionally, during number rhymes, she supports older children to practise counting and begin solving number problems. She supports children to use their fingers as they sing 'Five Cheeky Monkeys' to count how many monkeys remain.

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Curriculum and teaching Expected standard

Generally, the childminder interacts well with the children. However, sometimes, she does not ask enough open questions to help further develop children's critical thinking and language skills.

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Leadership and governance Expected standard

The childminder is committed to furthering her professional networks. For example, she became a mentor during the COVID-19 recovery programme. Since then, she has maintained links with a network of local childminders. These partnerships enable her to share practices and advice.

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Leadership and governance Expected standard

The childminder places great emphasis on her ongoing professional development. She demonstrates a genuine dedication to delivering high-quality care. The childminder chooses training to expand her skills and understanding. She completes online courses and implements ideas gained from training. This impacts on children's outcomes.

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Leadership and governance Expected standard

The childminder continues to reflect on the provision she offers. She regularly conducts self- evaluation of the setting to maintain high standards. The childminder gathers parents' views and uses the feedback to reflect on the daily routines and activities. This includes planning additional experiences for children to further enrich the curriculum.

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Leadership and governance Expected standard

The childminder maintains partnerships with parents. She keeps them fully informed about their children's daily experiences and ongoing progress. Feedback from parents is extremely positive. They speak highly of the childminder and hold her in high regard. Parents comment on the wide range of opportunities available. They describe a 'fun and educational day that significantly enhances children's growth and development'. The childminder also works closely with local schools and settings, forging strong relationships to ensure a smooth transition for children.

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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

The childminder creates a warm, caring environment. She treats each child with respect and kindness. The childminder carefully considers each child's routines and individual needs. She collaborates effectively with parents to ensure consistent care and education. Parents consistently praise the childminder for the strong bonds children form during their time in her care.

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

The childminder offers an inclusive and ambitious curriculum that fosters children's interests. She arranges a wide range of activities that support their next steps in learning. The childminder enhances the curriculum through diverse experiences, including visits to the supermarket, local parks and museums. Children regularly enjoy outdoor activities that promote physical development. For instance, they harvest their own fruits and vegetables at the childminder's allotment. This also helps children understand a healthy lifestyle and sparks their curiosity about the natural world.

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

The childminder excels at fostering children's independence, preparing them for future learning. Children practise putting on their all-weather suits for outdoor play and enjoy learning to peel their fruit at snack time. They demonstrate impressive perseverance once the childminder begins peeling for them and encourages them to continue. Children take pride in completing these tasks and are consistently praised by the childminder. This helps them to make significant progress from their starting points.

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

The childminder effectively promotes children's communication and language development. She explains her actions, such as preparing their snack and lunch. This helps children understand why she needs to wash the fruit and wipe the table. Children have plenty of opportunities to engage in conversations during play. They move freely through the environment, engaging in activities that interest them, which shows they feel safe, secure and valued.

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

The childminder encourages regular attendance by explaining its importance to families and highlighting the benefits of a consistent routine for school readiness. She acknowledges each child's individuality and promotes a sense of belonging.

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Next steps

The childminder should consider using more open questions to challenge older children's thinking and fully explore what children already know and understand.

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About this inspection

The inspector spoke to the childminder, parents 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,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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