Childminder

Childminder

Unique reference number (URN): 2790835 Registered with Ofsted: 20/06/2024 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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Children's welfare and wellbeing Strong standard

The childminder knows the children in her care very well. She creates a safe, secure environment where children feel valued and settled. She has a calm, friendly and consistent approach and embeds clear behavioural expectations into daily routines. Children use the childminder as a secure base, confidently exploring activities while knowing she is nearby to offer support and reassurance when needed. Children demonstrate high levels of wellbeing and feel confident in their surroundings.

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Children's welfare and wellbeing Strong standard

The childminder supports children to develop self-care and independence through everyday routines. Children learn to manage simple tasks for themselves, helping them to become more independent and resilient. This prepares them well for the next stage in learning and development. The childminder promotes healthy eating and works with parents to encourage healthy food choices. During mealtimes, she consistently talks to children about the benefits of the food they are eating. For example, she explains that cucumber helps to keep their bodies hydrated. This helps children to develop an understanding of healthy lifestyles.

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Children's welfare and wellbeing Strong standard

The childminder helps children to safely manage risks. For example, she reminds them to take turns kicking balls into goals to prevent accidents and avoid hurting others. This helps children to learn how to keep themselves and others safe, while showing care and consideration for their friends.

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Achievement Expected standard

Children freely explore the activities on offer, devising their own play ideas. They progress well from their starting points. Children benefit from regular opportunities to be physically active outdoors. They strengthen their large muscles as they play in the garden, taking part in a range of energetic activities. For instance, they learn to negotiate space and avoid obstacles as they participate in running races. They develop balance and coordination as they kick footballs towards goals. Children manage simple tasks independently, such as removing their shoes when coming in from outside. These everyday routines promote their self-care skills.

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Achievement Expected standard

Overall, children become confident communicators. They engage in frequent back-and-forth conversations and show enjoyment when listening to and joining in with stories. Children learn to share and take turns as they play alongside each other and begin to include others in their play. Children listen to the childminder, following her instructions, and show care for their environment.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established clear and consistent boundaries and routines. She manages children's behaviour in a calm and consistent way, helping them to be kind and considerate to others. Children behave well and listen and respond to her instructions. For example, when the childminder reminds children to walk indoors to avoid slipping, they slow down and walk carefully.

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Behaviour, attitudes and establishing routines Expected standard

Children show care for their environment and happily help to tidy away activities before going outside. The childminder keeps children informed about what will happen next, such as when mealtimes are approaching. Daily routines are well established, helping children to transition smoothly between activities and understand what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Children develop a sense of pride in their achievements and are keen to share their successes with the childminder. However, praise is sometimes too general and does not clearly identify what children have done well. As a result, children do not always fully understand what they have achieved.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance and follows up any absences with parents when necessary. Children enjoy spending time with her and develop close bonds, seeking her out for comfort and reassurance when needed.

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Curriculum and teaching Expected standard

The childminder typically plans and delivers a broad curriculum that supports children's learning and development. She takes account of children's interests and stages of development when planning activities. This helps them build on what they already know and can do and develop a positive attitude to learning. Children remain engaged in activities and sustain their concentration for extended periods of time. For example, they explore play dough, listening carefully as the childminder models how to use tools and equipment safely. They follow her example. Children strengthen their small-hand muscles as they squeeze, roll and press the dough. They use their imagination well during play. They confidently tell the childminder they are making 'pepperoni pizza' and 'pancakes'. The childminder skilfully extends their thinking and creativity through discussion, encouraging them to think of different toppings.

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Curriculum and teaching Expected standard

Overall, the childminder supports children's language and communication skills effectively. She models language well, introduces new words and uses open-ended questions. However, sometimes the questions are in quick succession, and the childminder answers for the children. This does not always give children the opportunity to think about and share their responses.

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Curriculum and teaching Expected standard

The childminder makes good use of spontaneous learning opportunities to help children develop their knowledge and understanding of the world around them. For example, when children find a moth, she encourages them to observe it closely and talk about what they can see. She then sensitively explains the importance of returning the moth to its natural environment. Children listen carefully and handle the moth gently before waving goodbye as it flies away.

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Inclusion Expected standard

The childminder carries out regular assessments of children's learning and development to effectively monitor their progress and identify any emerging gaps. She has suitable knowledge of early identification and the importance of making timely referrals when needed. When she identifies concerns about a child's development, she works closely with parents. She shares information and discusses targeted strategies to support progress in specific areas.

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Inclusion Expected standard

The childminder regularly reviews the impact of the support she provides and adapts activities and experiences to meet children's individual needs. Where children are not making the expected progress, she seeks advice and guidance from relevant professionals, including local authority advisers, to help tailor her support further. This helps all children, including those with special educational needs and/or disabilities, to make progress and close gaps in their learning.

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Inclusion Expected standard

The childminder keeps her professional knowledge up to date and has recently completed training on autism to widen her knowledge. This helps to ensure her practice is inclusive. When children are in receipt of additional funding, she ensures this is used specifically to further children's learning and development, for example through purchasing resources to enhance experiences that reflect their interests.

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Leadership and governance Expected standard

The childminder keeps parents informed about their children's learning and development through daily discussions, photos and observations shared through an online application. She gathers detailed information from parents when children join her setting, finding out what they know and can do, as well as their likes and interests. This information helps her plan effectively to provide continuity in children's learning. Parents provide positive written feedback, reporting that their children are happy, settled and making good progress in the childminder's care.

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Leadership and governance Expected standard

The childminder maintains her professional knowledge through regular online training. She regularly shares ideas and best practice with other childminders. She reflects effectively on her practice and adapts provision to meet the individual needs of children in her care. This helps all children, including those with special educational needs and/or disabilities, make progress in their learning and development. The childminder has a generally clear understanding of the strengths of her provision. She identifies her strengths as building positive partnerships with parents and supporting children's language and communication skills. She acknowledges where further improvements can be made.

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Leadership and governance Expected standard

The childminder recognises the importance of sharing information, when children leave, with the next setting they attend. She confidently explains that in doing so, staff will be able to know what children already know and can do, and their interests, to help them with a smooth transition.

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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 benefit from the warm, welcoming and nurturing environment that the childminder provides. Her fun, caring and friendly approach helps children to form secure and trusting relationships. This helps them to develop confidence, engage enthusiastically in play and make progress in their learning and development. Children develop a sense of belonging and demonstrate they are happy and settled in the childminder's home.

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

As children play, the childminder joins in, skilfully enhancing and extending their learning. Children engage in meaningful experiences that promote their curiosity and understanding

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About this setting

of the world around them. For example, children excitedly ask to join the childminder lying down to watch clouds in the sky. Together they talk about what they can see. These interactions promote children's language development and curiosity as they share their ideas and observations. Children demonstrate a love of books and stories. They confidently select books for the childminder to read and engage enthusiastically in story sessions. The childminder uses props effectively to bring stories to life, encouraging children to participate and recall key events. Children eagerly join in, confidently naming characters and talking about what happens in the story. This supports their language and literacy skills.

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About this setting

Children develop an understanding of early mathematics as the childminder naturally weaves it into everyday activities. As children play, the childminder comments on shape and quantity, encouraging them to count objects and compare amounts. She introduces descriptive words such as 'high' and 'taller', which children then confidently use as they discuss towers they are building.

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About this setting

Children are supported to develop positive relationships and social skills. They learn to consider the needs of others, through the childminder's gentle reminders. Children listen attentively and respond well to her clear and consistent guidance. They play cooperatively alongside one another. Children benefit from daily opportunities to be physically active. They regularly go on trips to local parks and community groups, which widen their experiences.

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Next steps

The childminder should provide specific praise to help children recognise and take pride in their achievements. The childminder should adapt her questioning techniques to give children sufficient time to respond and express their views.

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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 2206 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 state. Unique reference number (URN): 2790835

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About this inspection

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

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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