Childminder

Childminder

Unique reference number (URN): 2733631 Registered with Ofsted: 06/09/2023 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

Overall, children are making steady progress across all 7 areas of learning. They demonstrate high levels of attention and concentration and show genuine excitement in their learning. This supports the development of their positive attitudes, preparing them well for their eventual move to school. The childminder should now focus on mathematical teaching to encourage children to begin to apply their developing mathematical understanding, for example using number skills in their chosen play.

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Achievement Expected standard

Children are developing their independence skills. For example, they are beginning to dress themselves, use the toilet independently, and make choices about where and how they want to play. During activities, children play cooperatively and share their ideas. For instance, when using the mud kitchen, they begin painting with water on the blackboard and observe the patterns and marks they create. Children show interest in books, studying them closely and turning the pages to explore the pictures. This shows their emerging understanding of reading and writing.

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Achievement Expected standard

Children with special educational needs and/or disabilities, as well as those who experience barriers to their learning, are achieving well. This is due to the effective support they receive and the close collaboration between the childminder, parents and other professionals.

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Behaviour, attitudes and establishing routines Expected standard

The childminder plans daily activities that provide children with appropriate learning opportunities indoors and outdoors, as well as time for rest and quieter play. This supports children's engagement, helping them to concentrate and enjoy their learning. The flexibility of the routine ensures it meets the needs of all children, including those with special educational needs and/or disabilities as well as those who experience barriers to their learning. The childminder recognises that children sometimes need time to process their feelings and benefit from gentle reminders about expectations. She understands what helps them feel secure and creates a calm, supportive environment where children feel confident expressing their needs and wants. For example, children tell her when they no longer want to play outdoors and want to go inside. The childminder is increasing the effectiveness of her curriculum to even further support children's motivation for learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive behaviour by giving children consistent behavioural messages and by clearly explaining rules and expectations. After activities, she encourages children to help tidy up. Children enjoy this and show pride and a sense of responsibility as they wipe tables and put equipment away.

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Behaviour, attitudes and establishing routines Expected standard

Children play well together. They share, take turns, and are learning to be sociable in larger groups during toddler sessions and outings in the local community.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows families well and ensures that children attend regularly. This helps children to experience positive routines. Children are confident in her care and form warm, trusting relationships with her, helping them feel settled and secure.

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Children's welfare and wellbeing Expected standard

Children are settled and show that they feel content and confident in the childminder's care. The childminder is caring and knowledgeable about children's home lives and previous experiences. The childminder is attentive to children's needs and plans her support effectively, particularly for those with special educational needs and/or disabilities or those who experience barriers to learning. She understands that during times of change, some children may need additional emotional support to feel secure. She is building on her curriculum to broaden children's learning experiences even further.

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Children's welfare and wellbeing Expected standard

The childminder creates a safe learning environment. She remains alert to potential risks and encourages children to assess manageable risks for themselves. As a result, children know how to confidently and safely use play equipment, such as slides.

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Children's welfare and wellbeing Expected standard

The curriculum places emphasis on outdoor play and learning, ensuring children have daily access to fresh air and exercise. The childminder also promotes healthy lifestyles by encouraging children to learn about nutritious eating. For example, she plans exciting activities that involve cutting and preparing fruit and vegetables and tasting new foods, helping to broaden children's healthy diets.

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Children's welfare and wellbeing Expected standard

The childminder supports children's good manners and social skills. Children are kind and considerate towards one another and are developing awareness and tolerance of others, preparing them well for the future.

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Curriculum and teaching Expected standard

The childminder has reviewed and improved her curriculum. Through her secure understanding of children's current levels of development and what they need to learn next, she has established a suitably ambitious curriculum that meets their needs well. For example, she recognises children's interests, such as minibeasts, and uses these as a stimulus for activities like matching coloured insects to coloured bowls and digging in sand and soil to find hidden insects. Children find these activities exciting, and they sustain their attention well.

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Curriculum and teaching Expected standard

The childminder typically teaches children effectively and is continuing to develop the quality of her teaching by considering how to build more reliably on children's existing understanding. She provides opportunities for children to explore concepts, such as counting. However, she does not consistently introduce activities with clear explanations, to help children develop greater confidence in learning mathematical ideas.

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Curriculum and teaching Expected standard

The childminder takes children on outings, such as visits to local toddler groups where they can play alongside others in a larger group. This supports the development of children's social skills. Children also visit the library and choose books to read back at the setting in the cosy book corner. These experiences contribute to their early literacy skills, as they show interest in familiar stories and begin to notice letters and words.

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Curriculum and teaching Expected standard

The childminder considers how different children learn, taking into account their individual needs and abilities. She identifies when children's development does not meet expected levels and uses well-informed plans to support their progress. For example, when children experience delays in their communication and language development, she focuses on speaking clearly and directly with them. She reads stories, uses songs, and gives children time to listen and respond.

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Inclusion Expected standard

Since the previous inspection, the childminder has increased her awareness of children's specific needs. She has developed a stronger understanding of how to adapt her curriculum to ensure that children with special educational needs and/or disabilities, as well as those who experience disadvantage, receive individualised care. The childminder has also successfully expanded opportunities for children's outdoor learning, which is particularly beneficial for those who do not have access to a garden at home. Children show clear enjoyment when playing with large equipment, such as slides and bicycles.

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Inclusion Expected standard

The childminder now uses additional funding more effectively to promote children's learning. For example, she has used the funds to increase resources that support children's physical development. This has had a positive impact on children's engagement in activities that build their coordination, strength, stamina and balance.

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Inclusion Expected standard

The childminder works collaboratively with parents and other professionals to share information about children's development. Together, they agree on plans for support for children. This ensures that children receive the targeted encouragement they need to make steady progress in their learning. The childminder is continuing to adapt and strengthen her curriculum further for the benefit of all children.

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Leadership and governance Expected standard

Since the previous inspection, the childminder has made considerable effort to improve her provision. She has engaged in a successful programme of professional development, including undertaking training, working with the local authority, and acting on support and guidance. The childminder has significantly improved the quality of her curriculum and strengthened her understanding of how to support children who experience barriers to their learning and those with special educational needs and/or disabilities. This includes using funding effectively to ensure all children have ample opportunities to develop their physical skills, enjoy a healthy and balanced diet, and experience new activities.

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Leadership and governance Expected standard

The childminder has also increased the effectiveness of her work with parents and other professionals. As a result, she has sharpened the focus of her assessments of children's progress and developed clearer plans for supporting their next steps in learning. Parents speak positively about the care their children receive and appreciate the childminder's attentive approach.

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Leadership and governance Expected standard

The childminder is reflective and identifies areas where further improvement is needed. She recognises that she wants to build her confidence in teaching so she can extend children's learning even further. She also celebrates and builds on her successes, such as the development of her well-designed outdoor provision.

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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 a broad curriculum that supports the development of their personal independence. They become confident in using tools and equipment, such as knives for cutting food and a range of drawing materials. Children are highly engaged in outdoor learning. For example, when playing with water in the mud kitchen, they follow their own creative ideas and explore different materials. Children also enjoy sensory learning. For example, when tasting new foods, they talk about the different smells and textures. This supports their impulse to explore and discover well.

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Inspector:

Hayley Marshall-Gowen The childminder takes children on walks into the local town. By walking short distances, children strengthen their muscles and develop stamina. She also provides bicycles for the children to ride. They enjoy these opportunities, and it contributes to the development of their core strength and balance. As not all children have access to a garden at home, these opportunities are particularly valuable for supporting their physical development.

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Inspector:

Children play well together and have developed close relationships with one another and with the childminder. They consistently behave well and show courtesy and respect. Their good manners are encouraged, and their well-developed social skills support both their readiness for school and their future relationships. Although the children form a close group, the childminder recognises their individuality and identifies when additional support is needed to ensure they make expected progress for their age. As a result, children with special educational needs and/or disabilities, as well as those who face barriers to their learning, do well in her care. When necessary, the childminder quickly accesses additional support, and by working with other professionals, it ensures that support plans are consistent and well understood. Consequently, children receive targeted and effective help to thrive.

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Inspector:

Children are developing into confident individuals who express themselves well. They are becoming increasingly confident in talking and are secure and settled in the childminder's care. Children show a strong interest in early literacy. They enjoy visiting the library, looking at books, drawing, and making marks. In the garden, children jump to catch bubbles and dig in the sand to find the creatures the childminder hides for them. They show interest and concentration during activities, demonstrating positive attitudes towards their learning.

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Next steps

The childminder should sharpen the focus of her teaching, especially for children's mathematical learning, so there are clearer directions and intentions for what young children will learn about numbers.

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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,Friday : 09:00 - 15:00

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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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