Childminder

Childminder

Unique reference number (URN): 2787492 Registered with Ofsted: 18/06/2024 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 has established a consistent and positive approach to behaviour and daily routines. She models a warm, kind and caring manner, which helps children feel secure and understand what is expected of them. Younger children demonstrate positive attitudes to their learning. They are given plenty of time and support to follow simple instructions. For example, the childminder uses repeated phrases, such as 'pick it up', 'put it back' to help them recognise when it is time to tidy away. This consistent use of language reinforces children's understanding and helps them remember routines. As a result, children behave effectively and develop positive habits for future learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder takes time to understand the individual needs of all children, including those who face other barriers to their learning. She builds warm, positive relationships with children and their parents, which helps to tailor support effectively. The childminder recognises when parents of children who speak English as an additional language need further guidance. She works closely with them to support their children's communication and language development. The childminder is highly efficient at closely working in partnership with parents to understand the importance of punctuality, explaining how regular attendance supports children's readiness for school and helps them develop positive attitudes towards their learning.

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Achievement Expected standard

Children typically make the progress they need across all areas of learning and development. They engage in a variety of activities that promote a secure foundational knowledge across the 7 areas of learning in the early years foundation stage. For example, children develop their physical skills. They progress from crawling to walking and build strength and coordination as they climb a ladder and slide down independently. Children who speak English as an additional language are supported to hear and use everyday English words. As a result, children build their vocabulary securely and increase confidence in their understanding and use of spoken English.

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Achievement Expected standard

Children enjoy singing songs and rhymes using their bodies to move in time with the rhythm. They learn to handle books with care and turn pages confidently. Children explore farm animals and begin to distinguish between the sounds they make. For example, they show clear enjoyment as they copy sounds, such as 'moo' for 'cow'. These meaningful experiences ensure children are supported effectively to make the progress they need in their learning and development.

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Children's welfare and wellbeing Expected standard

The childminder typically has established an inclusive culture within her warm, homely setting. She takes time to understand the needs of the local community and works closely with parents to help children develop healthy habits, including healthy eating and good hygiene routines. For example, she encourages parents to provide nutritious lunch boxes with items, such as bananas, oranges, yogurts and water. The childminder also teaches children about oral hygiene through play-based experiences. Children enjoy brushing their teeth during role-play activities and washing dolls as they learn about keeping themselves clean. These experiences help children develop positive attitudes towards their own health and self-care.

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Children's welfare and wellbeing Expected standard

The childminder generally builds positive attachments with children and understands her responsibilities as their key person, including for those who may face other barriers to their learning. She has developed trusting relationships with children who speak English as an additional language, using key words in their home language to help them settle and feel safe. The childminder works closely with parents to gather information about children's dietary needs and sleep routines. She offers a flexible approach to ensure the youngest children sleep when they need to and follows safe sleeping practices. The childminder also responds to children's individual toileting needs. This approach ensures that all children's individual needs are effectively supported.

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Curriculum and teaching Expected standard

The childminder has designed a well-sequenced inclusive curriculum that supports the learning and development of all children. She identifies the children's next steps by using her knowledge of child development and then plans activities that build on what children already know and can do. The childminder uses children's interests as a starting point for introducing new knowledge and skills. This ensures children are engaged and eager to learn.

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Curriculum and teaching Expected standard

The childminder uses songs, rhymes and stories to teach new concepts. For example, children sit closely beside the childminder to explore picture books about animals. Children confidently take turns with their friends to turn the pages. The childminder names the animals children can see and uses sounds and gestures to help them recognise and recall the noises they make. Children also engage in small-world play, using farm animals placed in a tray. As they pick up different animals, the childminder names them to reinforce vocabulary. However, too many animals are sometimes provided at once. This can make it difficult for children to focus on the specific animals they are learning to recognise. This means the childminder is not yest consistently ensuring that activities are sharply focused on children's next steps.

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Inclusion Expected standard

The childminder has created an inclusive culture throughout her setting for children, including those with special educational needs and/or disabilities (SEND) and those with other barriers to their learning. Through regular assessment, the childminder maintains an accurate understanding of what each child needs to learn next. She uses her knowledge of child development to identify next steps for children.

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Inclusion Expected standard

The childminder recognises when children with SEND need additional support in their learning. For example, she effectively plans targeted strategies to help children manage their behaviour and emotions. This helps to support children to regulate their feelings more effectively and settle confidently in her care. The childminder recognises when children who speak English as an additional language need extra support to develop their understanding of English. She works closely with parents to find out what children already know and uses her ongoing assessments to identify next steps and plan activities that build on their existing skills. The childminder uses visuals prompts to support children's understanding and incorporates key English words alongside children's home language. Parents report they are pleased with how well their children's communication skills have improved.

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Leadership and governance Expected standard

The childminder is dedicated to the children and families within the local community. She considers the specific needs of the community, such as concerns around children's oral health and tooth decay. The childminder is committed to her own professional development and engages in relevant online training to further her understanding of children's individual needs, including autism and strategies to support non-verbal children. The childminder works closely with other early years providers, such as local childminders and settings, to support transitions for children. However, she has yet to establish partnerships with local schools to ensure all children are fully supported as they move into school.

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Leadership and governance Expected standard

The childminder has established trusting relationships with parents. Parents speak about her genuine care and commitment to their children's wellbeing. They express how pleased they are with the support their children receive and parents of children who speak English as an additional language comment positively on the progress their children have made in their communication and language skills. These views of parents demonstrates that the childminder has built effective positive relationship with all parents.

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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 confidently and are welcomed into a warm, homely environment. The childminder greets the children with genuine warmth, helping them feel secure and valued from the moment they enter. She calmly reminds children to remove their coats and encourages them to hang them up independently, promoting a sense of responsibility and routine. Children are supported to greet their friends before choosing their play and learning activities. As a result of this nurturing approach, children feel safe, settled and ready to engage positively in the setting.

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

Children develop a love of books. They take turns to turn pages and lift flaps as they share stories with the childminder. The childminder names the animals in the book and models the sounds they make. This helps children to build their vocabulary and develop early listening and communication skills. Children who speak English as an additional language are well supported to develop their understanding of English. For example, children recognise phrases such as 'pick it up' and 'put it away' as signals that it is time to tidy up. Children respond consistently to these cues and understand what is expected of them and join in positively. As a result, children behave effectively and follow routines with increasing independence. The childminder works closely with parents to promote the importance of regular attendance at her setting. She helps parents understand how attendance supports children's learning, builds positive attitudes and prepares them for future learning.

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

In the outdoor garden, children have many opportunities to build their physical skills. They use their strength to climb the ladder to the slide and confidently travel through tunnels. Children engage in messy play, naming colours, such as 'yellow' and 'green', as they

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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Facts and figures used on inspection

explore. These playful experiences support children's physical development and promote their curiosity as they learn through active play.

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Next steps

The childminder should consistently plan activities that have a sharper focus on children's next steps. The childminder should build effective partnerships with local schools to support smooth transition for all children as they move on to school.

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About this inspection

The inspector spoke with staff and children, and took account of parents views 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. 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. 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

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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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