Childminder

Childminder

Unique reference number (URN): 2797370 Registered with Ofsted: 13/08/2024 Registers: EYR, CCR

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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 demonstrates effective leadership in promoting children's positive behaviour, relationships and attitudes to learning. She uses well-established and consistent routines for all children. The childminder creates a calm, nurturing and highly inclusive environment. Children feel safe, respected and develop a sense of belonging. For example, they confidently follow routines, independently putting their shoes and coats away, and explore the setting with increasing confidence and independence. The childminder monitors children's attendance carefully through effective systems. This ensures she maintains an accurate overview of children's attendance patterns and wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

Children receive effective support to understand the expectations for their behaviour through gentle reminders, positive role modelling, and clear and age-appropriate guidance. For example, the childminder makes use of visual prompts displayed in the setting to point out and help children to follow routines and expectations. Children typically recognise symbols that remind them to be friendly and help to tidy up. In the main, they show increasing confidence in making responsible choices within the setting. The childminder is particularly skilled in supporting children with special educational needs and/or disabilities and those with barriers to their learning. She sensitively adapts routines and approaches to meet individual needs, helping all children to thrive.

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Behaviour, attitudes and establishing routines Strong standard

Children receive support and encouragement to manage their behaviour and feelings positively. This helps them to develop respectful relationships with others. For example, the childminder uses stories and discussions about characters' behaviour to help children to understand kindness, sharing and using 'gentle hands'. As a result, children cooperate well, help to tidy away resources and show positive attitudes towards their learning and play.

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Inclusion Strong standard

The childminder supports children effectively within a fully inclusive environment that enables them to participate in meaningful activities. She thoughtfully adapts her activities to meet children's individual needs. The childminder ensures that every child can access learning experiences to achieve success. She has a clear focus on promoting children's physical development and communication skills. The childminder makes effective use of appropriate specialist equipment to meet children's specific needs to support their physical development. For example, she plans carefully structured activities that include the use of walking frames, yoga-based exercises and stepping stones. These help to strengthen children's muscles and improve their mobility. As a result, children make progress in developing their independence as they reduce their reliance on assistive equipment. They confidently manoeuvre around the setting, demonstrating increasing control, while receiving

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Inclusion Strong standard

sensitive support when they need physical rest.

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Inclusion Strong standard

The childminder identifies children with special educational needs and/or disabilities promptly. She gathers detailed information from parents and carers to ensure that she fully understands and can meet every child's individual needs. The childminder actively seeks advice and guidance from external professionals. She engages in ongoing professional development and research to strengthen her inclusive practice. The childminder works

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Expected standard

closely in partnership with parents and liaises effectively with other professionals to support visits within the setting. She ensures that strategies are implemented consistently and information is shared appropriately. As a result, children make progress and develop key skills and confidence needed for their future learning.

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Expected standard

The childminder supports children's communication and language skills well through consistently positive interactions. She skilfully models language by using clear simple words, asking purposeful questions and repeating vocabulary to reinforce children's learning. This approach extends children's understanding and supports them to express and communicate their needs effectively. Younger children receive encouragement to develop early communication through babbling. The childminder closely monitors children's progress to ensure continued development and timely support, where needed.

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Achievement Expected standard

Children are typically well prepared for their next stage of learning. They show awareness of what they can do and are recognised for the progress they are making, including when they face barriers to learning. Children are generally achieving well. They receive guidance when they may need more time or support to develop new skills.

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Achievement Expected standard

In the main, children make steady progress in key areas of learning, including physical development and their communication and language skills. They build their physical skills with increasing confidence and control. Children generally develop their communication and language skills well, showing interest in talking, listening and sharing their ideas.

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Achievement Expected standard

Children generally demonstrate a positive attitude to learning. They are typically keen to explore the activities available and engage with daily routines. They typically receive support and praise when they take responsibility for themselves within the setting. For example, they attend to their own personal care and tidy away their resources, which supports their growing independence and self-care skills. As a result, children develop a clear understanding of expectations and are generally well prepared for school.

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Children's welfare and wellbeing Expected standard

Children generally arrive happy, settled and ready to explore the welcoming environment that the childminder creates. In the main, daily routines and warm greetings help children to develop a sense of familiarity and belonging. Children who are unsettled or uncertain are typically supported in a calm, nurturing and reassuring manner. The childminder gives children time and space to explore at their own pace. This helps them to feel emotionally secure and confident to access the activities available. As a result, children's welfare and wellbeing are promoted effectively.

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Children's welfare and wellbeing Expected standard

The childminder typically demonstrates her leadership in supporting children's welfare and wellbeing. She develops positive and professional relationships with children and their parents and carers. She ensures information about children's emotional wellbeing and care needs is shared appropriately on arrival. This helps to provide inclusive support and meet the individual needs of all children. The childminder supports children to take part in group discussions. These are generally used well, to encourage children to talk about their day ahead, discuss the weather, and recognise themselves and their peers through the use of picture cards. This helps children to develop a sense of identity and inclusion. The childminder supports children to recognise and manage their emotions effectively, particularly those who may experience barriers to their communication or confidence. She uses stories and discussions about animals and insects displaying emotions to help children

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Children's welfare and wellbeing Expected standard

explore their feelings safely. The childminder uses careful questioning and encourages children to express their thoughts and emotions confidently. Consequently, children develop an increasing awareness of their own wellbeing, learn to communicate their needs effectively, and feel valued, included and emotionally supported.

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Children's welfare and wellbeing Expected standard

Children benefit from secure routines that support their health and independence effectively. They confidently follow thorough handwashing routines and eagerly help to prepare for mealtimes. Children independently set the table and pour their own drinks. The childminder provides nutritious home-cooked meals. She supports and maintains children's dietary needs well. The childminder manages children's rest times effectively to ensure children's care, learning and wellbeing needs continue to be well maintained.

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Curriculum and teaching Expected standard

The childminder implements a 'child-led learning' curriculum approach to support children's learning as it happens. She carefully considers what children already know. The childminder identifies children's next steps, with a clear focus on children's physical development, personal and social development, and communication and language to promote their learning. For example, during play-dough activities, she adapts her teaching to meet children's individual needs. The childminder supports younger children to build concentration. She helps other children to develop their fine motor and coordination skills. As a result, children receive support to become secure in their learning before moving on and extending their skills.

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Curriculum and teaching Expected standard

Children benefit from daily opportunities for fresh air and physical exercise. They enjoy exploring the outdoor environment. Children engage in creative activities using large chalks following discussions about lizards. This supports and enhances children's imaginations and communication skills. However, at times, the childminder does not consistently ensure that all resources children need are readily available to support their learning. For example, when children show an interest in mark making and request additional resources, such as paintbrushes and pots, the childminder leaves the activity to gather equipment. During this time, children lose focus, and the flow of their learning is disrupted. As a result, the potential to deepen children's engagement and extend their learning is limited.

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Leadership and governance Expected standard

The childminder, in the main, maintains an effective oversight of her setting. She prioritises her professional learning and generally keeps herself updated with changes to any statutory guidance to ensure her knowledge remains current. The childminder typically has a clear understanding of the strengths of her provision. She is passionate about ensuring that her setting is fully inclusive for all children. The childminder typically reflects on her own practice and identifies where she can further develop her teaching to promote greater consistency in children's learning experiences. She is committed to improving her practice and recognises how adaptations to teaching can support children more effectively.

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Leadership and governance Expected standard

The childminder has high expectations for children's learning and development. She generally works effectively with other professionals to support children with barriers to learning. In the main, she seeks advice, guidance and strategies from external agencies to help children to achieve well. This supports their individual needs.

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Leadership and governance Expected standard

Partnerships with parents and carers are positive. They comment that children are happy and eager to attend the setting. Parents value the childminder's consistent communication about their children's daily experiences and development. This generally helps parents to feel well informed and involved in their children's learning. The childminder maintains positive professional relationships with other childminders, networks and forums to share knowledge and positive practice. She also maintains her own wellbeing effectively. The childminder ensures her workload is manageable so that children can continue to receive appropriate care and attention.

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

Children develop a sense of belonging within this nurturing environment. Warm and trusting relationships help children to feel safe, secure and emotionally supported. Children

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Inspector:

confidently seek comfort and reassurance from the childminder, showing they feel valued and understood. Partnerships and communication with parents and carers are effective in supporting children's attendance and wellbeing. The childminder is well informed about any absences. This helps to promote consistency and continuity of care for children.

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Inspector:

Children confidently explore the childminder's highly inclusive setting, where every child receives support to achieve their full potential. The childminder demonstrates a deep commitment to supporting children with special educational needs and/or disabilities, alongside children who may experience barriers to their learning or wellbeing. She carefully considers each child's individual needs and adapts practice effectively to ensure all children make progress from their starting points.

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Inspector:

Children thrive accessing a broad range of experiences that support their physical and communication and language development effectively. Children take part in yoga-based activities that help them to strengthen their muscles and develop coordination. The childminder's well-embedded communication strategies encourage children to express themselves confidently and communicate their needs with ease. As a result, children happily sing to themselves during play. They benefit from the childminder encouraging discussions and introducing new vocabulary. Children typically show an interest in books and enjoy listening to stories read by the childminder. She generally uses animation and expressive tones effectively to engage children. Children listen attentively, pointing to pictures and responding to questions about the story. As a result, in the main, children develop their skills appropriately and are able to communicate with increasing confidence. They develop the

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Inspector:

key skills needed to prepare them well for school.

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Next steps

The childminder should review the organisation of activities to ensure that children's learning is not interrupted, through more effective planning and preparation of resources to support consistent high-quality learning experiences for children.

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About this inspection

The inspector spoke with the childminder and children and took account of parents' and carers' written views 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. Maryanne Hepburn-Bean

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:45

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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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