Childminder

Childminder

Unique reference number (URN): EY387456 Registered with Ofsted: 21/01/2009 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 generally make appropriate progress from their starting points. Their development is regularly monitored and support is provided where needed. This enables children to continue developing across different areas of learning. Children's progress guides their next steps in their learning, with experiences planned to build on what they have already achieved and to extend their knowledge and skills. They benefit from timely support when developmental concerns are identified, which helps reduce barriers to learning and supports continued progress.

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Achievement Expected standard

Children are encouraged to attempt tasks independently and persevere when challenges arise, helping them develop confidence and independence. Children's communication and language skills develop through regular conversations, modelling and vocabulary-rich interactions, giving them greater confidence to express their needs and ideas. Opportunities to develop physical skills are available through outdoor experiences, helping children improve coordination and confidence. Children generally acquire the knowledge and skills needed for their next stage of learning, helping them make a suitable transition as expectations increase. However, the curriculum sequencing, particularly in mathematics, does not rigorously ensure that new learning builds securely on what children have previously learned.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and demonstrate suitable attitudes towards learning, helping them participate calmly in daily activities. The childminder has clear expectations for behaviour and responds consistently when children do not meet them, so children begin to understand what is acceptable and safe. She helps children understand expectations through explanations and reminders, and uses praise to reinforce positive choices. This helps children to understand positive behaviours and repeat them. Children typically respond well to this approach and are developing an understanding of boundaries and routines. They are encouraged to play cooperatively, share resources and interact positively with others, helping them develop early social skills. Children often show confidence in initiating their own games and activities, demonstrating developing independence and engagement in learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of secure attachments and works with families to support children's transition into the setting. This helps children settle and develop a sense of belonging, enabling them to separate from parents more confidently. Daily routines are predictable and provide children with an appropriate understanding of what is expected of them, reducing uncertainty and supporting positive behaviour. Attendance procedures are clear, and the childminder understands the importance of following up unexplained absences as part of her safeguarding responsibilities. Mealtimes, personal care routines and transitions are generally calm and organised, supporting children's comfort and cooperation. Children are typically settled and ready to engage in learning opportunities. This enables them to make the most of the experiences available. Relationships between the childminder and children are nurturing and contribute to an environment that is generally orderly and

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Behaviour, attitudes and establishing routines Expected standard

purposeful, helping children feel safe enough to explore, play and learn.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through the childminder's caring and responsive approach, which helps children feel noticed, valued and cared for. Relationships with children help them feel secure and develop confidence within the setting, supporting their emotional wellbeing and willingness to engage. The childminder understands the importance of attachment and works with parents to support children as they settle into her care. This helps children develop a sense of emotional security and readiness to learn, so they are better able to separate from their parents and participate in routines.

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Children's welfare and wellbeing Expected standard

Personal care routines are managed sensitively, taking account of children's dignity and privacy, helping children feel respected and comfortable. Hygiene practices support children's health and wellbeing and are adapted to meet individual needs. Mealtimes provide opportunities for children to develop social skills and learn about healthy lifestyles through discussion and interaction, supporting children's independence and understanding of healthy choices. The childminder creates an environment where children generally feel safe, cared for and valued, which supports their confidence and emotional security. Children's emotional and physical wellbeing is supported appropriately, enabling them to take part in daily experiences with comfort and confidence.

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Curriculum and teaching Expected standard

The childminder has a developing understanding of what she wants children to learn and generally provides suitable experiences that reflect children's interests and developmental needs. Since the last inspection, the childminder has incorporated daily observations and discussions with parents to gather information about children's progress. She then plans activities that support children's identified next steps. Communication and language development features throughout daily routines and play experiences. For example, children enjoy grocery store role play, where they name the items they purchase. This supports children in developing confidence in expressing their ideas. The childminder engages children in conversation, provides commentary during play, and introduces new vocabulary to support language development, helping children broaden their understanding and use of language.

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Curriculum and teaching Expected standard

Learning opportunities are often delivered through child-led experiences, which helps children remain engaged and encourages them to make choices and sustain concentration. Physical development has been identified as a priority, and children have regular opportunities to develop gross motor skills through visits to parks and forest school, helping them strengthen coordination, balance and confidence in movement. Mathematical learning is promoted through play and everyday experiences, giving children some opportunities to notice number, shape and measure in meaningful contexts. However, the curriculum for mathematics is not robustly sequenced to ensure that knowledge and skills build progressively over time, which can make it harder for children to secure earlier learning before moving on.

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Inclusion Expected standard

The childminder strives to provide an inclusive environment where children are welcomed and able to access the provision. This helps all children feel accepted and able to take part in daily experiences. The childminder gathers information from parents when children first start and uses this alongside her observations to develop a suitable understanding of children's needs and starting points. This helps children receive support that reflects their individual stage of development. Where concerns about development arise, the childminder discusses these with parents and seeks additional advice from outside agencies where necessary. Some support strategies are implemented before external professionals become involved, helping children continue to access learning opportunities while awaiting further guidance and reducing the risk of them falling further behind. Parents are involved in discussions about their children's development, and their views are considered when

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Inclusion Expected standard

planning support. This helps children to typically experience a more consistent approach between home and the setting.

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Inclusion Expected standard

The childminder's medication procedures help ensure that children who require medication can continue to attend when appropriate, so their health needs do not unnecessarily prevent them from joining in with learning and routines. Children are generally included in daily experiences and are treated fairly as individuals, which supports their confidence, sense of belonging and willingness to participate. However, the childminder demonstrates only a developing awareness of families' changing needs and has limited knowledge of the support and funding available to some families. As a result, support for families to access the funding they may be entitled to is still developing.

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Leadership and governance Expected standard

Since the last inspection, the childminder has completed training courses to keep her knowledge and skills current, including mandatory training such as paediatric first aid and safeguarding. She participates in professional networks, which provide opportunities to share ideas, reflect on practice and receive feedback from other childminders, helping her consider improvements that can benefit children's experiences.

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Leadership and governance Expected standard

Partnerships with parents are generally positive and support information-sharing about children's care and development, helping children receive more consistent support between home and the setting. Assessment systems provide the childminder with sufficient information to monitor children's progress and identify areas where support may be needed, so children's emerging needs can be recognised and responded to.

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Leadership and governance Expected standard

The childminder works with professionals when needed. She knows how to refer concerns and how to escalate serious issues. She completes compulsory progress checks for children at age two. The childminder is willing to reflect on her provision and recognises both areas for development and her strengths. For example, she has already identified the need to enrich children's outdoor experiences. However, the childminder's awareness of wider family support and funding opportunities is limited, which may result in some children and families not benefiting from all the help available to them.

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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 experience a welcoming and nurturing environment where they are made to feel safe and secure. They develop secure relationships with the childminder, who knows them well and responds to their needs and interests. Children typically settle into the setting because suitable arrangements help them become familiar with routines and expectations. The childminder is particularly effective at supporting children's speech and language skills. Throughout the day, children engage in conversations with the childminder, who supports

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About this setting

Type: Childminder their language development by introducing new vocabulary and encouraging them to communicate their thoughts and ideas.

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About this setting

Children enjoy opportunities to make choices about their play and often initiate activities independently, which supports the development of confidence. All children make progress from their starting points. The childminder plans regular visits into the community, including to local parks, soft-play centres and the woods. Children are able to develop physical and social skills and explore the wider world.

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About this setting

Mealtimes are social occasions that provide opportunities for conversation and learning about healthy lifestyles. Daily routines help children understand what will happen next and contribute to a sense of security and belonging. Children are treated with respect, including during personal care routines, where their dignity and privacy are considered. When children need additional support, the childminder is willing to work with families and other professionals to help meet their needs.

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Next steps

The childminder should strengthen the sequencing of the curriculum for mathematics to help children build sequentially on their knowledge and skills over time. The childminder should develop her knowledge of how to access additional funding, such as pupil premium, to better support disadvantaged families.

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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 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. Registration date: 21/01/2009

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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