Childminder

Childminder

Unique reference number (URN): 2785530 Registered with Ofsted: 17/06/2024 Registers: EYR

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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 typically make steady progress from their starting points, particularly in their personal, social and emotional development. Babies develop early physical skills, such as crawling and pulling themselves up on furniture. Toddlers expand their vocabulary and use single words to communicate their needs.

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Achievement Expected standard

Children are curious and motivated learners who explore resources with concentration and enthusiasm. They share experiences with the childminder in ways appropriate to their age. Children respond well to praise and encouragement. They enjoy their play, showing happiness and engagement, while older children independently choose and tidy away resources.

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Achievement Expected standard

Children who may face barriers to learning or wellbeing, including those with special educational needs and/or disabilities, are familiar with routines, eager to learn and keen to explore. They begin to develop early mathematical skills, including recognising shapes, colours and numbers. For example, children complete number, shape and colour puzzles and practise counting with support. Children confidently seek help when needed, follow boundaries and respect resources. They are well prepared for their next stage of learning through developing confidence, curiosity and independence.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm and positive environment in which children are happy, settled and confident to explore. She sets clear expectations for children's behaviour, which children understand well. The childminder acts as a warm and responsive role model, demonstrating turn-taking and cooperation. She offers specific praise to reinforce children's positive behaviour. Children form secure and trusting relationships with the childminder. Younger children are keen to have cuddles during the day. The childminder knows children well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder takes account of children's starting points, individual needs and personal circumstances when planning and supporting their learning. Children are generally motivated and engaged and enjoy their learning experiences, as activities are based on their interests and stages of development. However, the childminder does not always adapt planned activities sufficiently to meet the developmental needs of the youngest children. Consequently, toddlers do not consistently engage with the wide range of age-appropriate resources available to them. This limits opportunities to build effectively on their prior learning and extend their development.

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Behaviour, attitudes and establishing routines Expected standard

Children in the setting have positive attendance. The childminder is clear about how she promotes the importance of regular attendance. She is willing to offer support to families should concerns arise. The childminder shares her expectations with parents and carers. This helps to create continuity for children between home and the setting.

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Children's welfare and wellbeing Expected standard

The childminder forms secure relationships with children. She takes the time to get to know children well. The childminder shares relevant information with parents and carers to ensure that children's physical and emotional care needs are met.

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Children's welfare and wellbeing Expected standard

The childminder typically implements a flexible routine to meet children's individual needs. She focuses on encouraging children to recognise and express their feelings in an effective way. This helps children to feel emotionally safe in the setting. The childminder promotes children's independence as they wash their own hands for snack and care for their own toileting needs.

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Children's welfare and wellbeing Expected standard

The childminder keeps children safe and secure in her setting and when out and about in the local community, such as when visiting the library or canal. Children enjoy outdoor play in the childminder's garden, developing their physical skills. The childminder provides a range of healthy and home-cooked meals, which children thoroughly enjoy. Mealtimes are social occasions, with children and adults sitting together to eat and talk about their day. Children generally learn about healthy food. They visit local markets to buy different foods to try. The childminder has also recently introduced a planting area in the garden for children to grow vegetables. The childminder uses these experiences to help children to make healthy choices for themselves.

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Curriculum and teaching Expected standard

The childminder provides a carefully organised curriculum that reflects children's interests and builds on what they already know and can do. She plans activities and learning spaces thoughtfully and adapts these according to the children attending each day. There is a focus on supporting children's personal, social and emotional development, while ensuring opportunities for learning across all areas of the curriculum.

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Curriculum and teaching Expected standard

The childminder weaves language and communication throughout daily experiences. Children enjoy access to books that reflect their interests and stages of development. For instance, the childminder links stories about bugs and minibeasts to activities and observations of a growing caterpillar. She introduces new vocabulary, engages children in meaningful conversations and uses repetition effectively to support pronunciation and language development. The childminder incorporates mathematical learning into everyday activities through counting, sorting, songs and rhymes. Children particularly enjoy joining in with familiar songs, such as 'Five Little Monkeys'.

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Curriculum and teaching Expected standard

The childminder listens to children's ideas and adapts activities to maintain their interest and engagement. However, she does not consistently tailor learning experiences closely enough to the developmental needs of the youngest children. For example, she sometimes encourages toddlers to complete puzzles that are too complex for their stage of development. As a result, they are not always able to participate successfully or build consistently on their prior learning, which can limit the progress they make.

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Curriculum and teaching Expected standard

The childminder uses observations effectively to identify what children know and can do and to extend their learning. She models respectful interactions and supports children to recognise and understand their emotions. The childminder also works with external professionals to support children with special educational needs and/or disabilities, helping to ensure an inclusive curriculum for all children.

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Inclusion Expected standard

The childminder gathers information from parents and carers when children start in the setting. This enables the childminder to understand children's individual needs. She uses observations effectively to identify where children may require additional support. The childminder typically implements targeted strategies to help children to make progress with their learning and development. For example, she uses visual timetables.

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Inclusion Expected standard

Generally, children participate in all activities because the childminder adapts experiences to meet their individual needs. However, on occasion, the youngest children's activities are beyond their ages and stages of development. This does not ensure that all children are included in activities. Children access appropriate resources and enjoy inclusive experiences. The childminder adapts the food menu and learning materials to accommodate all children. Children make progress because the childminder works closely with parents and carers and other professionals to review their development and ensure that support strategies are effective.

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Inclusion Expected standard

Children receive targeted support when they need help with their speech and language development. They develop their understanding of language as the childminder repeats key words and uses simple sentence structures to support their comprehension. Children build their vocabulary as they repeat words and phrases during interactions with the childminder. Children who require additional support benefit from coordinated approaches involving the childminder, parents and other professionals.

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Leadership and governance Expected standard

The childminder has a secure understanding of the strengths of her provision. She regularly reflects on her practice and uses self-evaluation effectively to identify priorities that support positive outcomes for children. For example, the childminder has recently focused on replacing packed lunches with home-cooked meals to promote healthier eating habits. To support this development, she is enhancing her knowledge through food hygiene training and by researching current nutritional guidance. Looking ahead, the childminder has identified promoting children's oral health as a key area for development and is exploring ways to encourage regular toothbrushing routines.

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Leadership and governance Expected standard

The childminder has high expectations for children's progress and achievement. She attends mandatory training to update her knowledge. The childminder is considering accessing a course to enhance her support for children with additional needs. She maintains effective relationships with other settings children attend. The childminder works collaboratively with them to ensure continuity of care. Parents and carers speak highly of the care and education the childminder provides. They value her nurturing environment, the variety of outings and the high-quality communication they receive about their children's progress through the online system. The childminder works effectively with parents and other professionals to ensure that children are well prepared for the next steps in their learning.

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

Children achieve consistently well because the childminder supports their individual needs. Children have lots of fun and laugh during play. Children form very secure, positive and caring relationships with the childminder. Children explore with curiosity and independence because they feel emotionally secure. They confidently participate in a wide range of activities. Children enjoy creating models from dough. They persevere as they develop their hand–eye coordination and learn to use scissors. Children develop their mathematical skills by solving puzzles, building tracks and counting during their play. Children recall well-known stories by selecting books from the wide range available. They learn about the world around them by collecting bugs and observing how a caterpillar develops into a butterfly.

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

Children engage enthusiastically in their chosen activities. They benefit from the childminder's knowledge of their interests and enjoy sharing play experiences with her. Children demonstrate positive behaviour and show respect towards others. Children display positive attitudes to their learning. They learn about healthy lifestyles through a range of experiences. Children grow their own fruits and vegetables and explore different foods through home-cooked meals.

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

Children strengthen their physical development through a variety of activities. They develop their fine and gross motor skills by moving to music and using construction toys during play. Children benefit from positive partnerships between the childminder and parents and carers. They receive consistent support because the childminder shares helpful guidance with parents on matters such as toilet training and healthy eating. Children make positive progress because they experience continuity in their care and development.

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Next steps

The childminder should ensure that activities are consistently adapted to reflect younger children's stages of development.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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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About this inspection

The inspector spoke with the childminder, parents and carers 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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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