Childminder

Childminder

Unique reference number (URN): 2783705 Registered with Ofsted: 22/04/2024 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 typically make progress from their starting points and develop the knowledge and skills needed for their next stage of learning and development. Communication and language are supported effectively through stories, songs, conversations and meaningful interactions, throughout the day. Children increasingly use language to communicate their needs, interests and experiences, and confidently participate in discussions during play and daily routines.

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Achievement Expected standard

Children, including those who may face barriers to learning and/or wellbeing, generally make progress from their individual starting points. Parents and carers report noticeable improvements in children's speech, vocabulary and confidence, demonstrating the positive impact of the support provided. Children develop increasing confidence in social situations through regular opportunities to interact with others at childminder groups and within the local community.

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Achievement Expected standard

Children also develop early mathematical, physical and creative skills through everyday experiences. For example, they identify colours during creative activities, compare sizes during outdoor play and develop coordination through a range of indoor and outdoor experiences. As a result, children generally make progress from their starting points across the areas of learning and development. They develop the knowledge, skills and confidence needed for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from warm and nurturing relationships with the childminder. They are happy, settled and emotionally secure and confidently seek reassurance, support and interaction when needed. Children enjoy spending time together and engage positively in activities throughout the day. The childminder supports children sensitively and takes account of their individual ages, stages of development and needs when responding to them. She adapts her approach to support children's individual personalities and emotional needs, helping them to feel included and able to participate in daily experiences. This helps children develop confidence and positive attitudes towards learning.

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Behaviour, attitudes and establishing routines Expected standard

Children are beginning to develop independence through daily routines, including washing their hands, feeding themselves and putting on their own shoes. The childminder promotes positive behaviour through praise, encouragement and gentle reminders. Children are supported to play alongside one another, share resources and participate in group experiences, such as singing activities and mealtimes. The childminder works closely with parents and carers to understand children's individual routines and promotes regular attendance so children benefit from consistent experiences.

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Behaviour, attitudes and establishing routines Expected standard

However, expectations and routines are not always reinforced consistently. For example, during tidy-up times and some transitions, children are not consistently supported to understand what is expected of them and do not readily respond to requests to help tidy resources away. As a result, children do not consistently build on their independence, responsibility and understanding of established routines as well as they could.

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Children's welfare and wellbeing Expected standard

Children benefit from warm, caring and responsive relationships with the childminder, who knows them well. She understands children's individual needs, routines and personalities and provides care that helps them feel safe, secure and valued. Children confidently seek comfort, reassurance and interaction, when needed. Positive relationships and care help children develop their emotional wellbeing and confidence.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop healthy lifestyles through home-cooked meals, healthy snacks and regular opportunities for outdoor play and physical activity. Children learn about healthy eating through everyday conversations and experiences, such as discussing the foods they are eating and the importance of drinking water. Children have regular opportunities to be active and develop their physical wellbeing.

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Children's welfare and wellbeing Expected standard

Care practices reflect children's individual needs and routines. The childminder works closely with parents and carers to ensure continuity between home and the setting. Children are supported sensitively during personal-care routines, and their privacy and dignity are respected. For example, the childminder explains what she is doing during nappy changing and responds appropriately to children's individual feeding and sleeping needs. As a result, children are cared for in an environment where their welfare and wellbeing are supported.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that reflects children's interests and everyday experiences. Learning is enriched through visits to the library, local parks and childminder groups, helping children develop their understanding of the world around them while building confidence in new situations. The childminder has a clear focus on promoting communication, confidence and independence through play and meaningful interactions.

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Curriculum and teaching Expected standard

Children benefit from positive interactions that support communication and language, throughout the day. The childminder engages them in conversations during play, snack times and daily routines, helping to extend vocabulary and understanding. For example, children discuss the weather, healthy foods and their experiences. Mathematical language, such as 'up' and 'down' and comparisons of size, is introduced naturally through play. Children enthusiastically join in with familiar songs and stories, supporting their listening, attention and language skills.

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Curriculum and teaching Expected standard

The childminder places an emphasis on children's physical, personal, social and emotional development. Children build physical skills through climbing, kicking balls, water play and outdoor exploration, while everyday routines help promote independence. The childminder uses her knowledge of what children know and can do to identify next steps. She uses her knowledge of children's individual interests, abilities and stages of development to help them access the curriculum and take part in learning experiences. However, the purpose of some planned activities is not always made clear enough to children. For example, during activities involving farm animals secured with pipe cleaners, children are not supported to understand what they are being encouraged to do and do not readily engage with the intended learning. As a result, opportunities to extend skills and deepen learning through planned experiences are occasionally limited.

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Inclusion Expected standard

The childminder has created a caring and inclusive environment where children are known well as individuals. She demonstrates a secure understanding of children's interests, developmental stages and individual needs and uses this knowledge to support their learning and wellbeing. Children benefit from positive relationships and tailored support that help them feel secure, valued and included in all aspects of the setting.

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Inclusion Expected standard

The childminder monitors children's development and any emerging needs through ongoing observations, discussions with parents and carers and secure knowledge of children. She typically identifies appropriate next steps and uses everyday experiences, stories, singing and conversations to support children's progress. For example, she is developing children's communication and language skills by identifying opportunities to extend speech through songs, stories and discussions about children's experiences.

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Inclusion Expected standard

The childminder works closely with parents to ensure children's individual needs and routines are understood and supported. Parents speak positively about the communication they receive and the progress their children make. The childminder understands the importance of supporting children with special educational needs and/or disabilities. She demonstrates a secure understanding of how to work with parents and access advice from external professionals should concerns about a child's development arise. This helps to ensure children receive timely and appropriate support and to reduce potential barriers to learning and development. As a result, children receive support that reflects their individual needs and helps them make progress from their starting points.

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Leadership and governance Expected standard

The childminder understands the strengths of her provision and knows children and families well. She uses observations, discussions with parents and carers and her knowledge of children's individual needs to inform decisions about children's care, learning and development. The childminder works closely with families to ensure children's routines, interests and developmental needs are understood and supported effectively.

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Leadership and governance Expected standard

The childminder has established positive partnerships with parents. They speak highly of the care and support their children receive and value the regular communication about their children's experiences and development. The childminder uses information shared with families to support children's individual routines, interests and development. These positive relationships help to ensure continuity between home and the setting and support positive outcomes for children.

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Leadership and governance Expected standard

The childminder engages positively in professional discussions and demonstrates a reflective approach to her practice. She understands the importance of continually developing her knowledge and skills to improve children's experiences and outcomes. The childminder has identified areas she wants to develop further. However, her evaluation of practice does not yet consistently focus on how planned learning experiences and routines can be strengthened to maximise children's independence and learning. The childminder thoughtfully evaluates her practice and identifies areas for further development. This reflective approach helps ensure that decisions remain focused on supporting children to learn, develop and thrive.

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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 are happy, settled and eager to learn in this warm and welcoming setting. They confidently explore the environment, choosing from a range of resources, including books, dressing-up clothes, vehicles and imaginative play opportunities. Children enjoy creative experiences, such as making handprint cards, where they proudly develop their confidence, communication and early creative skills. Through stories, singing and everyday conversations, children develop their language and vocabulary. For example, children enthusiastically join in with familiar songs and confidently name colours during activities. Children build important physical skills through climbing, kicking balls, water play and exploring the outdoor environment. They develop increasing independence through everyday routines, such as washing their hands, feeding themselves and putting on their own shoes.

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

Children feel safe, valued and secure because they benefit from nurturing relationships with the childminder, who knows them well. They confidently seek comfort, reassurance and interaction, when needed, and enjoy spending time with one another. Children's interests and individual needs are recognised and supported. Parents and carers value the relationships that the childminder builds with children and families and describe how their children are excited to attend. Children benefit from a homely environment, where their artwork is displayed and their achievements are celebrated, helping them develop a secure sense of belonging.

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

Children thrive because they experience a broad range of opportunities, both at the setting and within the local community. They regularly visit the library, local parks and childminder groups, helping them develop confidence and social skills while broadening their understanding of the world around them. Children learn about healthy lifestyles through home-cooked meals, healthy snacks and regular physical activity. They enjoy caring for plants, exploring water play and learning through everyday experiences. All children make progress from their starting points and develop the knowledge, skills and confidence they need for their next stage of learning.

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Next steps

The childminder should strengthen routines, transitions and expectations so children consistently understand what is expected and develop greater independence and responsibility. The childminder should ensure planned activities have clear learning purposes and are adapted to children's differing ages, stages and levels of understanding.

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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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

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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

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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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