Childminder

Childminder

Unique reference number (URN): 2779350 Registered with Ofsted: 14/06/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder creates an extremely positive environment, as a result children recognise, understand and manage their feelings. She regularly plans activities such as yoga and mindfulness into daily routines and teaches children breathing techniques to help them feel calm and relaxed. As a result, children learn strategies to regulate their emotions and demonstrate positive behaviour. The childminder consistently supports children to be kind and respect for others, taking into account the ages-and-stages of the children attending. This helps children to develop positive relationships and cooperate very well during play.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides engaging experiences that ignite children's interests and encourage them to sustain their concentration. Children remain deeply engaged in their play and show great enthusiasm for learning. For example, they concentrate as they squash, roll and mould dough, using their imagination to create food and act out familiar experiences. Children confidently share their ideas, consistently persevere with activities and take pride in their achievements. This supports children to have positive attitudes to learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to promote the importance of regular attendance and punctuality. As a result, children attend regularly, settle quickly into routines and benefit fully from the opportunities available to them. This helps to support them in extremely well in preparation for starting school.

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Curriculum and teaching Strong standard

The childminder designs an ambitious and well-sequenced curriculum that reflects children's interests, developmental stages and next steps in learning. She identifies what she wants children to know and be able to do and plans purposeful experiences that help them build knowledge and skills over time. For example, she encourages younger children to develop early mathematical understanding as they count stars in dough and use number language in their play. She adapts her practice to make the curriculum inclusive and ambitious. For example, during the same activity she extends older children's learning by introducing concepts such as 'one more' and 'one less' through practical counting games. The childminder consistently incorporates mathematical language into daily routines and activities, helping children to develop confidence in using and understanding mathematical concepts.

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Curriculum and teaching Strong standard

The childminder draws on her secure knowledge of child development to support children's learning effectively. She uses high-quality interactions to extend children's thinking, reinforce emerging skills and introduce new knowledge during play. She uses assessment well to identify children's interests and plan future learning experiences. For example, when children show an interest in spinning objects, she provides resources and activities that build on their curiosity and support their engagement. As a result, children remain motivated and interested in their learning.

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Curriculum and teaching Strong standard

The childminder prioritises children's communication and language development. She consistently models language, introduces new vocabulary and engages children in meaningful conversations throughout the day. She regularly shares stories, songs and

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Expected standard

rhymes with children to strengthen and narrow any gaps in their language skills. For example, she encourages children to join in with actions as they sing 'The Wheels on the Bus', helping them to develop their listening, attention and communication skills. Through these carefully planned and every day opportunities, the childminder helps children develop the language skills they need for future learning.

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Achievement Expected standard

Children make steady progress from their starting points and develop the knowledge and skills they need for their next stage of learning. They build their understanding across the areas of learning as they engage in a range of stimulating activities and learning experiences. For example, children develop their physical skills as they squeeze coloured water from bottles in the mud kitchen. They strengthen the muscles in their hands and arms and gain increasing control and coordination.

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Achievement Expected standard

Children show growing levels of independence and confidence. They learn to put on their own shoes and coats before outdoor play and increasingly manage tasks for themselves. They make choices about the activities and resources they would like to use and become confident in expressing their preferences. As a result, children develop increasing confidence and the independent skills that support them well for their next stage of development and future learning.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm, nurturing and inclusive environment where all children feel safe, secure and valued. She establishes strong relationships with children and their families from the outset through effective settling-in arrangements. Children develop secure attachments and seek comfort support from the childminder when needed. These trusting relationships support children's emotional wellbeing and help them feel confident.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's health and wellbeing effectively. She provides daily opportunities for children to play outdoors and engage in physical activity in the fresh air. Children benefit from a range of experiences that support their physical development. For example, they ride sit-along toys and use large paintbrushes to make marks on walls with water. These activities help children develop their large and small muscle movements, coordination and physical skills.

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Children's welfare and wellbeing Expected standard

Overall the childminder supports children to develop healthy lifestyles. She shares information with parents about providing healthy and nutritious packed lunches and offers guidance on preparing food safely to reduce the risk of choking. The childminder regularly communicates with parents regarding children's dietary needs and remains vigilant to any known allergies. This information helps ensure children's individual health needs are met. Typically, the childminder creates positive mealtime experiences where children sit together and enjoy social interactions while they eat. These routines help children develop an understanding of healthy eating habits and appropriate mealtime behaviour.

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Inclusion Expected standard

The childminder demonstrates a good understanding of how to identify if children have emerging special educational needs and/or disabilities, or children who face other barriers to learning. The childminder monitors children's learning closely and uses assessment to identify any gaps in children's development. She adapts activities well to support children's different ages and stages of development. The childminder promptly identifies when children require additional support and plans interventions into daily practice in order to support their development. For example, she implements song and rhyme sessions to support children's early speech and language skills. Children eagerly pull out animal puppets from the bag and identify a familiar song. This helps children to make progress in their communication and language development.

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Inclusion Expected standard

The childminder works closely with parents as she gives them regular feedback about their development. She shares ideas with parents about how they can support their children's learning at home. This regular communication with parents helps to promote continuity between home and setting which supports children's overall development.

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Leadership and governance Expected standard

The childminder reflects regularly on her practice and identifies ways to improve children's experiences. For example, she has recently installed a covered outdoor area to enable children to access outdoor play throughout the year. She seeks out training to develop her practice and has identified further professional development needs, including extending her knowledge of supporting any children with special educational needs and/or disabilities. However, she does not always prioritise professional development opportunities to strengthen her knowledge and skills.

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Leadership and governance Expected standard

The childminder works effectively in partnership with parents and other professionals. She shares relevant information to support continuity in children's care and learning. For example, she welcomes visits from school teachers to discuss children's progress and support smooth transitions to school. These collaborative approaches help children feel confident and prepared for their next stage of learning.

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Leadership and governance Expected standard

The childminder is passionate about creating an inviting learning environment that reflects children's interests and supports their development. She consistently plans meaningful and exciting opportunities which motivate children to learn. Additionally, she arranges of regular outings to local groups, the library and activities with other childminders. These opportunities enable children to socialise with a wider group of peers, develop their confidence and build the skills they need to participate successfully in the community.

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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 warm, nurturing and welcoming environment where they feel happy, safe and secure. They form strong, trusting relationships within the calm and homely setting. Children show they feel secure as they confidently seek comfort and reassurance from the childminder when they need it. These positive relationships support their emotional wellbeing and help them develop the confidence to explore and learn within a familiar environment.

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About this setting

Registration date: 14/06/2024 Children engage in a range of stimulating and engaging learning opportunities that reflect their individual interests. They confidently explore the environment and eagerly participate in activities. For example, they enjoy turning the pages of books and joining in with familiar songs and rhymes. Children enthusiastically encourage the childminder to repeat actions and move their bodies with enjoyment as they sing. These experiences support children's emerging communication and language skills and foster a love of learning.

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About this setting

The childminder works closely with families to establish positive relationships from the outset. She offers settling-in sessions that help children become familiar with the setting and develop secure relationships with her. The childminder maintains regular communication with parents about their children's experiences and development. Parents speak positively about the care their children receive and report that their children enjoy their time in the setting. These strong partnerships provide continuity of care and support children's wellbeing and development.

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Next steps

The childminder should ensure that professional development is closely aligned to identified areas for improvement so that it continues to strengthen her practice and improve outcomes for children.

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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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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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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