Childminder

Childminder

Unique reference number (URN): 2786997 Registered with Ofsted: 05/06/2024 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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Children's welfare and wellbeing Strong standard

Children greatly enjoy their time in the setting. The environment is safe, welcoming and organised, ready for children to play. Relationships between the childminder and children are warm and trusting. The childminder provides activities and experiences that are fun, joyful and follow children's interests. She gets down on their level and joins in with play, extending learning and laughing along with the children.

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Children's welfare and wellbeing Strong standard

The childminder works closely with parents and carers to be responsive to children's care needs, including feeding, toileting and sleeping. Parents praise this consistency between home and setting. The childminder is calm, nurturing and responsive to children's individual needs and preferences. She supports children who are settling in with kind words and breathing techniques. She also uses her knowledge of children's interests, such as bug hunting and favourite toys, to help them to learn how to regulate their emotions. This results in happy, secure and settled children.

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Children's welfare and wellbeing Strong standard

Children access the outdoors daily and frequently visit the local park. They learn how to dress for the weather, wearing wellies and puddle suits for the rain. Children make their own healthy choices, choosing from a range of healthy foods at snack time, such as fruit, vegetables and yoghurt. They are regularly reminded about keeping hydrated and have water breaks together with the childminder. Hygiene and self-care routines are well embedded, with children developing increasing independence. For example, children decide when it is time to wash their hands and lead the way to the bathroom.

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Achievement Expected standard

Children develop age- and stage-appropriate knowledge and skills across all areas of learning. They use mathematical language in their play and daily routines, such as counting steps as they go up and down the stairs. Children build on their physical skills through daily outdoor experiences and sensory play opportunities. They develop a love of books through regular storytelling and visits to the library. Children confidently point out key vocabulary and phonics references in the environment, naming colours, numbers and names of animals. They also learn about the world around them through a variety of multicultural books and celebrations.

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Achievement Expected standard

Children achieve well from their individual starting points and are prepared for the next stage of their learning, including school. The childminder should now make links with future settings to strengthen children's transitions. Children benefit from support that is tailored to their individual needs and development, helping them to make secure progress. They develop confidence, independence and social skills through familiar routines and opportunities to play alongside others. For example, children sit together appropriately at the table during snack time. Parents describe the setting as a 'safe, warm and nurturing environment' where their children feel 'happy, secure and valued'.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes to learning. They are engaged, interested and eager to join in with activities. Children concentrate on tasks and follow simple instructions, such as building homes for toy animals. High expectations are clear through modelled behaviour and frequent praise. Regular communication with families informs the childminder's detailed knowledge of each child. Children's individual needs are understood and responded to, resulting in happy, settled children.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from warm, trusting relationships with the childminder. Settling-in periods and transitions are supported through familiar routines and responsive interactions. The childminder has a calm, soothing demeanour that helps children feel safe and regulate their emotions. Children settle quickly following separation from parents and carers, and soon engage confidently in play and learning. Attendance and punctuality are promoted through communication with families and established routines. The childminder has plans to strengthen procedures further to identify and address potential barriers to attendance.

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Behaviour, attitudes and establishing routines Expected standard

Children are supported to develop social skills and play collaboratively. They are polite and use good manners. Regular planned experiences outside of the setting develop children's confidence in new environments. This promotes independence and prepares children for the future, including their transition to school.

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Curriculum and teaching Expected standard

The curriculum sets out what children should know and be able to do across all areas of learning. There is a focus on developing independence, confidence and preparing children for school. Teaching is adapted to children's stages of development to ensure appropriate challenge and next steps. For example, older children are supported to recognise and write their names. Activities are engaging and supported by attractive and interesting resources. Observations inform planning, and the childminder responds in the moment to children's interests. For example, imaginative play is extended with pharmacy role-play resources, where children show empathy as they care 'gently' for the animals. The curriculum is inclusive, with all children able to access activities. Children who speak English as an additional language are supported effectively. There is a continuous flow of conversation, with the childminder using skilful questioning and modelling vocabulary.

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Curriculum and teaching Expected standard

The childminder responds positively to advice and ideas to further enhance practice. She has not yet cared for children with special educational needs and/or disabilities, children known to social care or children receiving additional funding. She demonstrates understanding of how her curriculum and practice would be adapted for individual children. However, she has limited professional development or engagement with specialist guidance to inform curriculum design and teaching for children who may require additional support.

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Inclusion Expected standard

The childminder has a comprehensive knowledge of each child. She understands their needs, interests and development. She uses this information to plan next steps and meaningful experiences. The childminder uses local services to enhance children's experiences and opportunities, including frequent visits to the park, library and local arts centre. She responds quickly to emerging and changing needs. For example, she works closely with parents and carers during toilet training. This consistency between home and setting results in quick progress. Observations inform planning and adaptations in the moment. For example, during an activity, a child's next steps were adjusted to support developing understanding of numbers to 10.

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Inclusion Expected standard

The childminder supports children facing barriers to learning and wellbeing. Calm reassurance, familiar routines and responsive interactions support settling in and transitions. This helps children feel safe, secure and engage positively in play and learning. The childminder has experience of supporting children who speak English as an additional language. She skilfully supports communication and language development through stories, singing, phonics and visual cues. The childminder has not yet cared for children with special educational needs and/or disabilities, children known to social care or children receiving additional funding. She demonstrates an awareness of how she would adapt to be inclusive of individual children. However, she has limited professional development or engagement with specialist services to deepen her knowledge and confidence in meeting the needs of children who may face additional barriers.

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Leadership and governance Expected standard

The childminder understands her strengths and areas for improvement. She reflects on her provision and is open to ideas to improve her practice. She understands where to seek advice and support when needed. The childminder demonstrates an understanding of how provision would be adapted to support all children, including children with special educational needs and/or disabilities. She should continue to develop professional learning opportunities to support ongoing development of practice and outcomes for all children.

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Leadership and governance Expected standard

The childminder is ambitious for all children. She is focused on ensuring that children leave her as confident, independent and ready for their next stage in learning. The childminder has not yet fully developed links with future settings and schools to support seamless transitions and continuity in children's care and learning. She has a secure understanding of how children learn and uses observations to inform planning and responsive practice. Activities and resources are adapted to meet children's interests and stages of development. The childminder feels strongly about all children having the same experiences but adapted for their needs. For example, older children would be given extensions to their learning and challenged with further questioning.

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Leadership and governance Expected standard

The childminder is responsive to children's individual needs. She engages effectively with parents and carers to support children's care and learning. Children feel safe, settled and engage positively throughout the day. Parents value the support they receive and praise the childminder for her 'patience' and 'diligence'. They appreciate the frequent, meaningful communication and updates, supporting continuity between home and 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 enjoy their time at the setting. The environment is calm and nurturing, and children feel safe and secure. Barriers to learning and wellbeing are reduced effectively. This results in children who are supported to settle quickly and begin their day. Children behave well and enjoy joining in with the activities thoughtfully set up for them. They show positive attitudes to learning, playing confidently with others and asking for help when they need it. Daily routines help children to feel secure and understand expectations.

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About this setting

Children's needs, interests and development are carefully considered in the delivery of the curriculum. Children's individuality is valued and their next steps are thoughtful and unique. For example, young children joyfully explore sensory jars of colourful, textured objects while listening to the story 'The Colour Monster'. Older children are set further challenges, such as grouping coloured items and counting collections of objects. This approach ensures all children are included in every aspect of play and learning. Children are given opportunities to meet new people, play alongside their peers and build personal and social skills in different environments, such as social groups and local classes. This helps build confidence and independence ready for school.

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About this setting

Relationships between the children and the childminder are trusting and safe. The childminder works closely with families to build up a secure understanding of each child. This ensures she can support individual needs, mirror care routines and plan activities that are interesting and challenging. The responsive care and consistency between home and the setting support attendance and punctuality. The familiarity ensures that children feel safe and secure. Parents and carers comment on the 'genuine care' their children receive, supporting them to thrive.

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Next steps

The childminder should further develop professional learning and strengthen links with external specialists to build knowledge and confidence, particularly in supporting children with special educational needs and/or disabilities or other barriers to learning. The childminder should strengthen links with schools and other settings to improve transition arrangements, ensuring children are well prepared for their next stage in learning.

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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. Unique reference number (URN): 2786997

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 16:30

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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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