Childminder

Childminder

Unique reference number (URN): 2793414 Registered with Ofsted: 09/07/2024 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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Inclusion Strong standard

The childminder places inclusion at the heart of her work and is dedicated to supporting the developmental stages of every child. She offers a range of resources to foster children's understanding and uses assessments, such as progress checks for children aged two and termly progress reports, to identify each child's needs as promptly as possibly. By closely tracking each child's development, she knows precisely what they have learned and what they need to learn next. The childminder successfully adapts activities to meet the needs of children with special educational needs and/or disabilities and those who may have barriers to learning.

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Inclusion Strong standard

The childminder implements highly effective strategies that successfully engage parents as partners in their child's learning. She regularly updates parents with information and ideas, so they can support their children's learning at home. Having cared for most children since they were babies, the childminder understands their lives well and talks with them about special events and celebrations. Parents recognise the importance of sharing information with the childminder.

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Inclusion Strong standard

To further aid children, the childminder works with various agencies, including health visitors and local authority services. Her experience allows her to advise parents when additional support is needed. The childminder takes part in multiple training sessions to expand her expertise and applies new knowledge to enhance support for all children. Any extra funding received is specifically used to meet the needs of those for whom it is intended.

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Achievement Expected standard

Children make steady progress from their starting points across the areas of learning. They develop communication and language skills as they become more confident to express themselves and engage in conversations with adults and peers.

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Achievement Expected standard

Children begin to develop independence through daily routines, such as putting on their own shoes, choosing activities they want to participate in and making choices about food at snack time but this is not consistent across all areas of independence. They show increasing confidence in following routines and expectations, which supports their personal and social development.

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Achievement Expected standard

Children who may need additional support are monitored closely and supported effectively. For example, children who are initially quieter become more confident over time and begin to engage more fully in activities and group situations. Disadvantaged children benefit from a range of experiences that broaden their understanding of the world and support their development. As a result, children develop the confidence, resilience and skills needed for their next stage of learning, including readiness for school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm and positive environment with clear, consistent expectations for behaviour. Children understand routines well and respond positively to daily expectations. For example, they independently tidy away resources when prompted and follow instructions during transitions. Children know what is expected of them, and mealtimes are calm, social occasions. However, the childminder does not consistently remind children to use their manners.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between the childminder and children are warm and secure. Children seek reassurance when needed and confidently approach the childminder during play. This supports children to feel safe and develop trust. The childminder supports children according to their ages, stages and individual needs. For example, children who are less confident are given time to observe before joining in. This helps them feel secure and gradually build confidence in group situations. Her calm and consistent approach promotes respect through clear rules to help children feel safe and secure and develop a strong sense of belonging.

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Behaviour, attitudes and establishing routines Expected standard

The childminder organises the day, so parents, carers and children are prepared for activities. She maintains accurate attendance records and follows procedures for absences or missing children, ensuring children's safety and wellbeing.

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Children's welfare and wellbeing Expected standard

Children form secure attachments to the childminder, which supports their wellbeing. The childminder encourages children to understand their feelings, supporting them to think about why they are upset. She offers reassuring cuddles and responds to children's needs, helping them feel safe and secure.

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Children's welfare and wellbeing Expected standard

Children enjoy being active. This includes daily walks, outdoor play in the park and garden and attending playgroups where they can socialise with other children. They climb and balance on play equipment and slides, work together on the see-saw and take turns pushing each other on the swing. They have time to run and jump as they practise their physical skills.

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Children's welfare and wellbeing Expected standard

Children enjoy nutritious meals and have daily access to fruit and vegetables. There is a varied menu in place. Mealtimes are positive experiences, where children sit and eat together, chatting with the childminder. However the childminder does not encourage discussion around the importance of healthy eating. Although children are provided with healthy food and the opportunity for daily exercise, they are not consistently taught the importance of making healthy choices about food, rest and exercise. The childminder uses daily routines effectively to support children's individual learning. For example, when younger children are sleeping, the childminder offers older children one-to- one attention and completes activities that help prepare them for their transition to school.

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Curriculum and teaching Expected standard

The childminder has a clear view of what she wants children to learn and their next steps in learning. She has a good knowledge of how to plan and adapt most activities to support her curriculum. However, sometimes children are not fully supported to gain sufficient independence when carrying out self-care skills. For example children are not encouraged to peel their own fruit and have their hands wiped for them at snack time rather than washing their hands independently.

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Curriculum and teaching Expected standard

The childminder's interactions support children's communication and language well. She talks to children about what they are doing, to encourage them to repeat words. The childminder provides a language-rich environment where children enjoy stories and singing and dancing together. However, the childminder does not consistently use mathematical language during children's activities and experiences, which does not support children's understanding of mathematical concepts.

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Curriculum and teaching Expected standard

The childminder plans the curriculum to engage children in various activities to develop their physical skills, such as filling and emptying containers and using tweezers to pick up small objects. This helps develop children's small-muscle skills.

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Leadership and governance Expected standard

The childminder undertakes courses and applies ideas from training to better support children's learning. She regularly meets with other childminders to share ideas and good practice and to offer support. This helps her plan a variety of interesting activities and enhances children's outcomes.

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Leadership and governance Expected standard

Parents speak highly of the childminder's care and support. They are pleased with the communication they receive and the many experiences the childminder provides, including regular day trips. The childminder sends photos and keeps them informed about daily activities. Online communication apps allow parents to see their children's progress.

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Leadership and governance Expected standard

The childminder works well with other settings to support children's transitions. She understands the importance of professional development for both her and any assistants. The childminder ensures that any assistants receive regular supervision and support. She fully understands the importance of safe recruitment and vetting procedures.

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Leadership and governance Expected standard

The childminder is reflective of her provision and practice and makes changes to benefit the children. For example, she was aware some children were not confident when attempting to climb at the park, so had a small climbing frame installed in her garden to promote the development of physical skills and confidence. The childminder generally understands the areas in which she does well and has plans in place to further improve children's learning.

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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 arrive happy and eager to start their day. They are well cared for, safe, and greeted warmly by the childminder, who builds nurturing relationships with them. Children play well together, sharing and taking turns, which helps them develop solid social skills. They communicate well throughout the day and enjoy learning through play. For instance, children chat together as they dress and look after the dolls. Children make secure progress from their starting points and quickly develop the skills they need to support their move on to school.

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Inspector:

Claire Owen Children are well supported to communicate their ideas and thoughts, with a sharp focus on language development. The childminder provides a language-rich environment and continually comments on what children are doing or showing interest in. Children confidently select books, and the childminder actively engages them in stories.

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Inspector:

Children thrive and develop a sense of belonging. They begin to understand emotions and show empathy. For example, children offer to share toys when their friends want to play. The childminder's curriculum incorporates rich opportunities for children to learn about the world around them and their local community. They visit the local library and parks and enjoy experiencing different transport as they travel in cars, on buses and trains.

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Inspector:

Children are familiar with daily routines and thrive on responsibility, such as helping to tidy the toys away. These experiences help support their independence and social development effectively. The childminder works with parents so that they understand the importance of attendance and punctuality. She collects information from parents before children start to understand their routine and level of development. This helps children and families feel valued. The childminder ensures that children who have any barriers to learning are supported well, for example, to develop their language and communication.

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Next steps

The childminder should consistently introduce mathematical language to support children to develop an accurate understanding of mathematical concepts. The childminder should consistently educate children on the importance of leading a healthy lifestyle to motivate children to develop long lasting healthy habits to ensure that children consistently make their own healthy choices and decisions. The childminder should consistently promote the use of good manners to support children to learn respect for others.

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About this inspection

The inspector spoke with the childminder, assistant, 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 : 07:30 - 17:00

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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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