Childminder

Childminder

Unique reference number (URN): 2791252 Registered with Ofsted: 28/06/2024 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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Achievement Expected standard

Children generally make progress across all areas of learning and development. They behave well, responding positively to praise and gentle reminders to take turns, listen to others and participate in group activities. During circle time, some children remain engaged and attentive throughout, confidently answering questions, sharing ideas about the weather and discussing the clothing needed to stay warm and dry. Where some children need prompts and encouragement to stay engaged, they receive this support sensitively.

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Achievement Expected standard

Some children show effective listening and attention skills. They recall past events, contribute to discussions and confidently participate in familiar routines, songs and daily conversations. Overall, children demonstrate an understanding of previous learning. For example, some children explain the importance of keeping dry with the use of key words they have learned before eagerly engaging in outdoor play. This reflects positive attitudes towards learning. However, children that require further intervention with communication do not show full understanding during these times.

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Achievement Expected standard

All children are developing increasing independence and self-help skills. They confidently pour drinks and spread crackers at snack time. Overall, children share achievements with others and seek support appropriately, when needed, indicating that they feel safe, secure and valued within the setting.

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Behaviour, attitudes and establishing routines Expected standard

Children are generally independent. During self-care routines, some children showcase coordination and problem-solving skills, such as dressing for outdoor play with determination and resilience. They push on shoes and feed arms through coats. Staff use language, gestures, role modelling and encouragement with the aim of scaffolding learning. Children show pride in their achievements and confidently seek support when needed. At times, some children communicate their personal care needs, including requesting help with clothing changes or asking to use the toilet. However, during these times children do not always have time to respond and practise speaking.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children sensitively to manage their emotions. They promote skills to share resources and resolve conflicts. Where disagreements arise, staff respond with empathy. Reassurance and explanations help some children understand expectations of behaviour. Children develop positive relationships. Visual supports and emotion flashcards, generally support children to understand routines, express feelings and feel secure.

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Behaviour, attitudes and establishing routines Expected standard

Children cooperate well with established routines. They help to tidy away resources, clear plates and dispose of wipes independently. Mealtimes are calm and sociable. Children demonstrate patience as they wait their turn and confidently communicate their preferences and needs through speech.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children behave well. Staff have high expectations of behaviour and provide support for children to follow boundaries. This helps responding to individual needs effectively. Leaders promote consistency through routines. Parents are aware of the importance of routine and praise how children love attending. Staff respond well when children become restless or less engaged, particularly those with emerging communication needs.

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Children's welfare and wellbeing Expected standard

Leaders place children's wellbeing and welfare at the heart of practice. Children's safety is promoted effectively, particularly during mealtimes, where staff provide close supervision and consistently reinforce safer eating messages. Children are reminded to chew carefully and remain seated while eating, helping them develop an understanding of how to keep themselves safe.

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Children's welfare and wellbeing Expected standard

Equality, diversity and inclusion are promoted well through books, discussion and meaningful interactions. Staff use stories and props to celebrate differences and encourage children to share their thoughts and ideas. Children engage enthusiastically, commenting on illustrations and developing respect and understanding of others from an early age.

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Children's welfare and wellbeing Expected standard

Leaders strive to support children with special educational needs and/ disabilities, SEND. They have experience of working alongside a range of professionals and attending multi- agency meetings to secure positive outcomes for children and families. Referrals are made promptly, where specialist support is required, while adaptations and targeted strategies are implemented within the setting to ensure children can access learning and care successfully.

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Children's welfare and wellbeing Expected standard

Leaders develop their own knowledge through training and reflect on practice to improve outcomes further. Parents feel supported and children make general progress from starting points. There is a culture of striving to meet positive outcomes for all children. As a result, children and families feel happy and prepared for future education.

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Children's welfare and wellbeing Expected standard

Effective partnerships with parents contribute to children's wellbeing. Parents report that their children are happy, safe and cared for. As a result, all children develop confidence, feel secure and make good progress from their starting points.

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Curriculum and teaching Expected standard

The curriculum is implemented effectively through high-quality interactions that support children's communication and language, personal, social and emotional development and physical development. Staff consistently narrate play, model language, use gestures and demonstrations and provide meaningful play ideas that help children remain engaged and motivated to learn. Children are happy and confidently access a range of opportunities that build on their individual skills and interests.

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Curriculum and teaching Expected standard

Staff use praise, discussion and questioning to engage children in their play and learning. Mathematical language is introduced naturally through activities and routines, helping children develop early mathematical understanding. However, opportunities to develop children's communication and language skills are not always fully effective. At times, staff use complex language or ask multiple questions in quick succession, which can make it difficult for some children to process information, maintain concentration and respond confidently. As a result, opportunities to extend children's thinking, vocabulary and speaking skills are not always effective. Children develop resilience and independence through well-planned opportunities for self- care. Routines are clearly explained through language, gestures and actions, with staff positioned at children's level to maximise understanding and participation. Staff encourage

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Curriculum and teaching Expected standard

children to persevere with tasks, such as dressing themselves, while providing appropriate support and praise. They skilfully promote children's understanding by discussing why coats and wellies are needed and encouraging children to apply their knowledge.

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Curriculum and teaching Expected standard

Staff demonstrate a strong understanding of child development and use children's interests. They skilfully build on what children know and adapt learning experiences to meet preferences of children. Children are encouraged to explore, problem solve and make connections in their learning, for example investigating cause and effect using a bubble machine. Staff allow flexibility and choice enabling children, including those with fleeting attention, to develop a growing ability to concentrate. These children learn how to concentrate for short periods of time with teaching methods to engage them in ways that suit their needs. As a result, children make good progress and develop confidence, curiosity and positive attitudes towards learning.

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Inclusion Expected standard

Children benefit from an inclusive environment, where staff actively promote communication, participation and engagement for all. During circle time, staff use visual timetables, flashcards and prompts to help understanding and aim to reduce barriers to learning. Children are addressed by name and encouraged to contribute. Praise builds confidence and promotes positive behaviour effectively.

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Inclusion Expected standard

Staff demonstrate understanding of individual needs. For example, children that struggle to focus for periods of time are successfully supported to engage in songs, actions and movement activities, showing enjoyment and an increasing ability to listen and follow simple instructions. Staff respond sensitively to children's cues. They adapt activities by introducing props, visual aids and movement-based experiences to recapture interest and sustain engagement.

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Inclusion Expected standard

Leaders ensure children make progress from their starting points. Staff review children's development through effective observation, assessment and targeted next steps. They work closely with parents and external professionals, using strategies, such as now-and-next boards, gestures and role modelling, to support communication and language development. While awaiting specialist support, staff identify needs promptly and implement appropriate interventions to reduce barriers to learning, play and care. Individual targets are regularly reviewed and broken into achievable steps. As a result, children generally succeed, build confidence and are prepared for pre-school.

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Inclusion Expected standard

However, teaching is not always consistently matched to children's communication levels. At times, staff use lengthy sentences, which can limit opportunities for children with speech and language delays. This can impact children's processing of information and practise of using single words or simple responses independently. Teaching does not always support the needs of children that require intervention to further develop their speaking skills.

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Leadership and governance Expected standard

Leaders demonstrate a clear vision for providing high-quality care and education. An emphasis on enriching children's experiences through meaningful engagement within the local community, supports positive outcomes for all children. Children benefit from regular visits to parks, community groups and local outings, which help them develop a sense of belonging, build confidence and learn how to be active members of their community. These real-life experiences broaden children's knowledge and support their ongoing development across the curriculum.

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Leadership and governance Expected standard

Leaders place a high value on partnership working and actively engage with external professionals to secure the best outcomes for children and families. They seek specialist advice, when needed, and undertake relevant training to ensure they are equipped with the knowledge and skills required to meet children's individual needs effectively.

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Leadership and governance Expected standard

Parents are key partners within the setting. Leaders actively seek their views through surveys and discussions, using feedback to support ongoing self-evaluation and continuous improvement. This reflective approach helps ensure that provision remains responsive to the needs of children and families.

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Leadership and governance Expected standard

Continuous professional development is prioritised, ensuring leaders and staff maintain high standards of care and education in line with the early years foundation stage. Staff feel well supported through induction processes, supervision meetings and professional development opportunities. This contributes positively to their confidence, wellbeing and effectiveness in the setting.

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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 are warmly welcomed by staff. They separate from their parents with confidence because staff provide reassurance and create a secure, nurturing environment. Children quickly play with their friends. They eagerly access the learning opportunities available to them. They confidently explore resources that interest them and demonstrate curiosity and enthusiasm in their play.

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

Children generally enjoy participating in group activities, such as circle time. Staff sing songs and greet one another by name. These experiences help children feel included, valued and part of the setting community. Staff aim to promote meaningful discussions about everyday experiences, such as the weather, enabling children to make connections, share their ideas and express their thoughts. Some children respond positively to praise and are motivated to contribute, for example, when making links to the colour green in everyday objects.

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

Communication and language development is a priority within the curriculum. Staff explain routines, discuss expectations and introduce exciting activities for the day ahead. Some children show growing confidence in speaking and listening. Staff promote showing respect for others by listening to each other's contributions. Staff reinforce positive behaviour effectively, helping children to being understanding the importance of kindness, cooperation and mutual respect. Children generally build on listening and attention skills. Staff recognise when attention is drifting and use strategies to try engaging children's attention. Visual prompts and timetables are used to try and support children's understanding of language. This helps them anticipate what will happen next. As a result, some children understand the daily routine and move between activities with confidence.

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

Children feel safe, secure and emotionally supported. They know what is expected of them and are beginning to develop the skills needed to manage their behaviour. Children generally express their wants effectively and play alongside others harmoniously. The calm, predictable environment enables children to thrive, promoting a strong sense of belonging

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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About this setting

Local authority: Barnsley and wellbeing. Consequently, children are confident learners, who enjoy attending the setting. They participate enthusiastically in activities and are well supported to make good progress in their learning and development.

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Next steps

Leaders should adapt teaching strategies/support around communication and language to further extend speaking skills for children that need further intervention with communication. Leaders should ensure children have time to think and respond during all opportunities of learning, including transitions of routines.

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About this inspection

The inspector spoke with the leader and staff 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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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. 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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