Childminder

Childminder

Unique reference number (URN): 2798447 Registered with Ofsted: 24/08/2024 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

Most children make steady progress from their starting points and develop the knowledge and skills needed for their next stages of learning. Babies develop the strength in their legs as they pull themselves up, move around furniture and begin to take their first steps. They babble during daily routines and play.

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Achievement Expected standard

Older children develop confidence in their speaking skills. Many children speak in full sentences, ask questions and listen to others. Children enjoy stories, songs and chats that support their developing vocabulary and understanding. They develop early mathematical knowledge as they recognise numbers, count objects and use mathematical words in play and everyday routines.

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Achievement Expected standard

Children develop hand–eye coordination and muscles in their hands through a range of practical activities. For example, they carefully spread glue, select collage materials and colour with pencil crayons. Older children gain increasing independence as they help prepare snacks and take responsibility for simple tasks. Children with special educational needs and/or disabilities join in with activities and make progress from their starting points. For example, they begin to recognise and match numbers and grow in confidence as they practise new skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and assistants establish clear routines that help children feel secure and understand expectations. Children settle quickly into the day, and on the whole enjoy the different activities and routines. Parents report that children enjoy attending the setting. The childminder prioritises building caring relationships with children and their families. She creates a welcoming environment where children feel valued and included. This helps children develop positive attitudes towards attending. The childminder follows up absences quickly.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and enjoy the activities on offer. In general, children engage readily in activities, show curiosity and enjoy exploring the experiences on offer. The childminder provides encouragement, praise and reassurance that help children develop confidence. For example, when a child says they cannot draw a star, the childminder encourages them to have a go.

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Behaviour, attitudes and establishing routines Expected standard

Children with special educational needs and/or disabilities gain confidence when working with the childminder. They show pride when they successfully complete tasks. Where children are less confident, the childminder provides sensitive support. She helps them join in with others.

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Behaviour, attitudes and establishing routines Expected standard

Children develop close bonds with the childminder and assistants and generally play cooperatively with their friends. They learn to take turns, share toys and include others in their play. Children enjoy taking responsibility for preparing snack and help to clear the table after lunch. These opportunities help children develop independence and contribute positively to the daily life of the setting.

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Children's welfare and wellbeing Expected standard

The childminder places children's welfare and wellbeing at the centre of her practice. She leads a caring approach that is shared by her assistants. Together, they create an environment where children feel safe, secure and valued. Children form trusting relationships with the childminder and assistants and seek reassurance when needed. The childminder and assistants respond sensitively to children's individual needs and provide support that helps them feel emotionally secure. Children benefit from healthy routines that support their physical and emotional wellbeing. They enjoy daily opportunities for outdoor play, exercise and fresh air.

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Children's welfare and wellbeing Expected standard

Babies are closely supervised and supported as they develop new physical skills, such as trying to take steps as they begin to walk. The childminder ensures assistants are attentive to children's safety and wellbeing. Children learn about healthy lifestyles through everyday experiences. For example, they help to prepare healthy snacks and talk about different fruits and foods.

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Children's welfare and wellbeing Expected standard

The childminder and assistants support children to develop confidence and independence. Children enjoy helping others and taking responsibility within the setting. They receive praise and encouragement that helps them recognise their achievements. Children with special educational needs and/or disabilities are supported to join in with all activities with their friends. Children known (or previously known) to children's social care receive sensitive care that reflects their individual circumstances. As a result, children generally demonstrate confidence, feel included and develop a positive sense of wellbeing.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that helps children learn through play, daily routines and first-hand experiences. The childminder and assistants focus on helping children develop independence, speaking skills, early literacy and mathematical development. Visits and outings form an important part of the curriculum. Children learn about their local community and benefit from trips further afield, including visits to the beach and a marine aquarium. These experiences help children learn about animals and the world around them.

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Curriculum and teaching Expected standard

Overall teaching is effective. The childminder and assistants regularly chat with children. They ask questions, explain and show children, to help them learn. They read stories enthusiastically and ask children to talk about pictures and events in books. Children develop early mathematics through practical experiences. For example, they count objects, use positional words and solve simple problems when preparing snack. The childminder and assistants encourage children to think about problems and make choices in their play.

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Curriculum and teaching Expected standard

The childminder generally considers children's differing stages of development when planning activities. She adapts activities to encourage all children to join in and support their learning. For example, she adapts craft activities so that babies can make a Father's Day picture. However, she does not fully consider their stage of development and level of understanding. Children, including those with special educational needs and/or disabilities

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Needs attention

(SEND) engage in activities. However, assessment and planning do not yet consistently identify the precise learning that some children are ready to secure next. Occasionally, some activities for younger children and children with SEND do not precisely match their stage of development and current learning needs.

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Inclusion Expected standard

The childminder generally identifies children who may need additional support and adapts activities to help them learn and develop. She works closely with parents and seeks advice from other professionals when needed. For example, she makes referrals to speech and language therapists and supports children's speaking skills in the setting. Children known (or previously known) to children's social care receive sensitive support. The childminder works appropriately with others and remains alert to children's individual needs.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) are included in activities and daily routines. The childminder and assistants understand that they need to take a graduated and flexible approach to teaching. When working with individuals, the childminder provides encouragement and support to help children engage in learning, develop confidence and experience success. She adapts activities to ensure all can join in, breaking down activities into small steps. She is beginning to refine how she uses assessment information to identify next steps in learning for children with SEND. However, assessments and planning do not yet consistently focus on the precise knowledge or skill that some children with SEND are ready to learn next. This sometimes means, for example, that mathematical activities include too many numbers for children with SEND to learn all at once. Nevertheless, overall, children with SEND make steady progress and gain confidence

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Inclusion Expected standard

in their abilities, although opportunities to build more securely on their existing learning are not always maximised.

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Leadership and governance Needs attention

The childminder works with a co-childminder and assistants. The childminder has not established effective arrangements to monitor and develop the practice of her assistants. She does not observe the assistants' interactions with children or identify their specific professional learning needs. As a result, assistants' professional learning needs are not used consistently to drive improvements in practice. Therefore, opportunities to strengthen outcomes for children are not always fully realised.

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Leadership and governance Needs attention

The childminder works in partnership with parents and other professionals to support children's learning, development and welfare. She seeks advice and support when children require additional help from local authority officers. She works closely with families to try to understand children's individual needs. For example, she encourages parents to seek speech and language therapist support when necessary.

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Leadership and governance Needs attention

The childminder is committed to supporting children with special educational needs and/or disabilities. She generally understands how to provide a graduated and flexible approach to teaching children with additional needs. She works with other professionals such as social workers when required. This helps to meet children's individual needs and support their welfare.

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Leadership and governance Needs attention

The childminder is keen to create a welcoming environment and build positive relationships with families. Parents speak positively about the care their children receive and the progress they make. The childminder and her assistants work together to discuss children's experiences and plan activities. These approaches help ensure children and families feel welcomed, valued and supported.

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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 enjoy their time at this welcoming setting. They choose from a range of games and toys. They generally join in with the childminder and assistants and other children. Children form warm relationships with the childminder and assistants and seek reassurance from them when needed.

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

Children enjoy learning through a broad range of experiences indoors and outdoors. Many children talk confidently about their play, ask questions and share ideas. Others are sensitively supported by the childminder and assistants to develop their communication skills. Older children listen attentively to stories and join in with familiar songs and dances. They take part in activities that develop early literacy and mathematical skills. For example, children learn to recognise numbers during number hunts and use positional words in their play. They enjoy visits that help them learn about animals and the environment.

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

Children develop positive social skills through daily routines and play. They learn to take turns, share resources and play together. Children help prepare snacks, count pieces of fruit and solve simple problems. They learn how to ensure everyone receives a fair share. Older children help clear tables and tidy away toys. They enjoy taking on responsibilities within the setting. Children generally play well with their friends at the setting. Shy children are sensitively encouraged to join in with friends. Children are encouraged to include others in their play. Overall, they receive help to develop their speaking skills, confidence and friendships.

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

Children attend regularly and settle quickly into familiar routines. They feel safe and secure in the care of the childminder and assistants who know them well. Babies are cared for sensitively and receive support as they try out their new physical skills. Typically, children are kind, cooperative and eager to help. Most children make steady progress from their starting points. They develop the skills and confidence needed for their next stages of learning.

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Next steps

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

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Action Completion Date

establish effective arrangements to monitor and develop the practice of assistants to improve the quality of teaching and support children to make the best possible progress in their learning and development 21/09/2026

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About this setting

Operating hours: Wednesday : 07:30 - 17:00,Thursday : 08:00 - 18:00,Friday : 08:00 - 17:00

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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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Children numbers

The childminder should plan and adapt learning experiences more precisely to children's stage of development and individual learning needs so that activities consistently match what children are ready to learn next.

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About this inspection

The inspector spoke with the childminder, co-childminder, assistants, children and parents 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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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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