Peat, Sophia Louise

Childminder

Unique reference number (URN): 2795590 Registered with Ofsted: 14/08/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations of children's behaviour. She generally applies expectations consistently and appropriately to suit children's ages, stages and individual needs. She adapts her expectations and uses appropriate strategies to support children with special educational needs and/or disabilities. She is kind, gentle and respectful when playing and talking with children. As a result of her positive role modelling, children generally behave well and learn to play alongside and with others.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder teaches children to take turns, share toys and play near others. She encourages children to develop increasing independence during daily routines. For example, older children independently change their clothes after water play. Older children say they like to teach toddlers how to complete puzzles. These experiences help children to feel confident, take responsibility and develop positive attitudes to learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance and works with parents to establish positive routines from the start. She follows up children's absences quickly and encourages families to develop habits that support school readiness.

p.2

Children's welfare and wellbeing Expected standard

The childminder provides a welcoming, homely environment where most children feel safe and secure. She uses policies and procedures that generally promote health, welfare and wellbeing. For example, she encourages children to wear sun hats, applies sun cream and provides shaded areas outdoors. Children typically enjoy daily outdoor play and regular outings into nature which support their physical and emotional wellbeing.

p.2

Children's welfare and wellbeing Expected standard

The childminder helps children learn about healthy lifestyles. For example, she provides healthy meals and snacks, and follows effective hygiene routines. She encourages children to become increasingly independent during daily routines. For example, older children wash their hands, prepare fruit and manage their personal care with growing confidence. The childminder helps children manage their own risks and develop new physical skills as they play on the climbing frame.

p.2

Children's welfare and wellbeing Expected standard

The childminder typically builds warm relationships with children and knows the individual care needs of most. She adapts care routines, toys and games for children's ages, stages and needs, including children with special educational needs and/or disabilities. Most children receive reassurance when needed and explore the environment independently. The childminder typically builds caring relationships with children who are settling in to the setting, but some children who are new and attend part time, take longer to develop secure attachments. The childminder is kind and caring. She is starting to support children to feel secure as they stay near her before they feel confident enough to explore the setting independently.

p.2

Inclusion Expected standard

The childminder is beginning to identify children's individual needs. She generally adapts routines, experiences and the provision to help children join in. Children with special educational needs and/or disabilities (SEND) receive the support they need. This helps them to play and enjoy their time at the childminder's house. The childminder follows advice from parents and other professionals to help meet children's individual needs. She uses familiar routines and appropriate strategies to help children be calm, relaxed and to happily take part in the setting. Parents of children with SEND say they are grateful for the support and attentive care their children receive.

p.3

Inclusion Expected standard

The childminder draws on her previous experiences and professional learning to adapt her practice. The childminder has identified that she would like to continue to learn more about different aspects of SEND provision, and hopes to improve her knowledge and inclusive practice further.

p.3

Inclusion Expected standard

Children whose home language is not English are included well in the setting. Parents report how pleased they are that their home cultures and celebrations are included in the activities and experiences for all children in the setting. This helps children feel included, valued and develop a sense of belonging. As a result, they start to understand what makes them special.

p.3

Achievement Needs attention

Due to a lack of prioritisation by the childminder, some younger children are not making the best possible start in developing their speaking skills. On occasion, they miss chances to practise saying words. Older children learn new words and find out information from listening to books being read. For example, they name different animals after listening to the childminder read to them. Children develop their large muscles and strength as they balance and explore the garden and the childminder's home. Children develop hand-strength as they play with small toys, and pick up tiny pieces between their fingers. Children develop early mathematical skills as they play games and explore toys.

p.3

Achievement Needs attention

Older children build their independence skills and enjoy taking on more responsibility over time. For example, they use a drinks dispenser to pour drinks for younger children and chop up fruit for snack time. Children learn about nature and the seasons on walks in the local area, remembering the birds they have seen. Children with special educational needs and/or disabilities follow familiar routines and activities that meet their needs. In general, children develop the skills they need for their next stage of learning as they move on to nursery and school.

p.3

Curriculum and teaching Needs attention

The childminder does not consistently prioritise the development of speaking skills for all children. Toddlers babble and vocalise noises, but on occasions, the childminder does not help young children practise talking as much as they could. This is because some toddlers keep their dummy in their mouth as they play. At times, this inhibits them practising saying words and developing clear speech. The childminder teaches older children new words as she reads books to them. Older children confidently use the new words as they play in the setting.

p.4

Curriculum and teaching Needs attention

The childminder provides a broad curriculum that builds children's knowledge over time. She observes children's play to help her plan activities to help children to achieve their next steps in learning. Overall, she knows what she wants children to learn, and has sufficient understanding of how children learn. She takes children on walks in the local area to help them learn about nature and the seasons. For example, she teaches children about birds at the nearby lake. She includes celebrations in the curriculum to help children learn about their own and other children's families and cultures.

p.4

Curriculum and teaching Needs attention

The childminder teaches older children to say numbers in order, and to start counting out amounts. Younger children explore shape and measures as they complete puzzles and enjoy filling and emptying jugs of water. The childminder provides daily activities to help children develop their physical skills. For example, they climb the slide and explore the garden. She generally adapts activities to help children with special educational needs and/ or disabilities take part.

p.4

Leadership and governance Needs attention

The childminder has not developed effective partnership working with parents and other childminders, settings and schools that children also attend. She does not consistently share children's next steps in development with parents or help them to support their child's learning at home. Her daily chats and messages to parents focus on children's care and the activities they have done. The childminder does not consistently find out or share information about children's learning and development with other settings children attend. As a result, children's learning is not consistently built on across home and the different settings they attend.

p.4

Leadership and governance Needs attention

Overall, the childminder is reflective about the quality of her practice. She has identified the strengths of her setting as the homely, welcoming environment she has created. The childminder makes adjustments after undertaking training. For example, she has reviewed and developed the organisation of toys in her home to ensure they are accessible for children to choose, so supporting their play and independence. She has rightly identified plans to develop a mark-making area in the setting. She plans to include different materials to support the range of children who attend to develop their mark-making skills. She is keen to undertake further training on aspects of special educational needs and/or disabilities. However, she is not fully aware of what needs to be developed. For example, she has not identified the need to strengthen partnership working, and children's speaking skills further.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children generally enjoy their time with the childminder and feel safe, secure and cared for in her homely setting. Most children settle in to the daily routines easily. They enjoy choosing from the toys and activities available, or relaxing in the comfortable setting. Children spend time outdoors each day. They fill and empty containers with water and practise their physical skills as they climb, balance and explore the garden. They enjoy local walks and learn about birds and seasonal changes at the nearby lake. Children develop confidence, independence and social skills over time. Older children pour drinks, prepare fruit for snack and manage their personal care with growing confidence. Children learn to sit together sociably at meal times, as the childminder chats to them. Children enjoy sharing books as they cuddle up to the childminder. Older children learn new words, such as 'marine'. They remember previous experiences as they talk about ducklings

p.5

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

and marine animals from books they have listened to. Some younger children do not make the progress they are capable of in their speaking skills because they have few opportunities to practise saying words due to the use of dummies.

p.6

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

Children generally behave well and learn to play alongside and with others. The childminder's kind and respectful approach helps children develop friendships. Children with special educational needs and/or disabilities take part in daily activities and familiar routines which meet their individual needs. Children learning English as an additional language are helped to feel included as they learn about their own and others' families and cultures. Most children build the knowledge, skills and confidence they need for their next stage of learning. However, some children do not consistently build on their learning at home and across the different settings that they attend.

p.6

Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

p.6

Action Completion Date

strengthen the teaching of speaking skills for all children, especially those who use dummies 30/09/2026

p.6

Action Completion Date

ensure all parents are fully aware of their child's next steps in learning and what they can do at home to support their development 30/09/2026

p.6

Action Completion Date

develop partnership working with other childminders, settings and schools that children attend to ensure learning is built on across the different settings 30/09/2026

p.6

About this inspection

The inspector spoke to the childminder, and parents and children during the inspection.

p.6

About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality 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.

p.6

About this setting

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8