Childminder

Childminder

Unique reference number (URN): EY552414 Registered with Ofsted: 26/10/2017 Registers: EYR, CCR

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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 remember what they learn. For example, they recognise and name different parts of the body when looking at the book and anticipate what is happening next in stories. They are also confident and curious, for example, they engage adults in their imaginative play as they explain the ingredients of their cake they have made. Children with barriers to language skills develop confidence by playing and chatting to their friends and practising new words.

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Achievement Expected standard

Children make new steps in their learning, including handling tongs, pressing the triggers for spray bottles, as they become more confident in developing their fine motor control. They learn to handle tools, such as pens and pencils, correctly as they confidently make marks on paper.

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Achievement Expected standard

Children make positive progress from their starting points, including those who may face barriers to learning. They develop the skills and behaviours needed for the next stage of their learning. Children become increasingly independent, communicate effectively and participate fully in daily experiences.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically helps children develop the language they need to share, take turns and manage minor disagreements independently. She models polite and respectful communication during everyday interactions and children respond well to this guidance. Children willingly share resources, ask politely for items they would like to use and readily include others in their play. Older children demonstrate consideration for younger children and actively encourage them to join activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder routinely encourages children to talk about what they have learnt and can do. Through conversations during play and daily routines, she helps children reflect on their experiences and achievements. For example, she encourages children to talk about skills they have now and their younger peers are still learning. Children develop confidence and a growing understanding of their own achievements over time.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of regular attendance and works sensitively with families to address barriers that may affect children's participation. Children generally understand expectations and routines within the setting. Although routines support children's wellbeing, the childminder does not always establish them as effectively as possible. Consequently, children do not consistently develop a secure understanding of what happens next or what is expected of them during some parts of the day. This means they occasionally spend time waiting rather than engaging fully in the next part of the routine.

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Children's welfare and wellbeing Expected standard

Secure and responsive relationships are evident for all children. Children seek reassurance when needed and are comforted sensitively. The childminder responds promptly to children's cues, offering physical comfort and verbal reassurance. For example, children who become unsettled or are struggling with emotions during play are supported calmly until they feel ready to re-engage. This helps them develop trust and confidence.

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Children's welfare and wellbeing Expected standard

Procedures for eating, sleeping and supporting children with their intimate care promote children's safety and welfare. The childminder supervises children well during mealtimes. She works closely with parents to ensure care practices are responsive and unique to each child. The childminder promotes children's understanding of healthy lifestyles effectively. Children have plenty of opportunities to learn outdoors, learning in nature and about their local community.

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Children's welfare and wellbeing Expected standard

The childminder creates a nurturing environment where children typically feel happy and cared for. The childminder remains attentive to children's individual needs and responds appropriately when children require support, reassurance or personal care. She works closely with parents to understand children's experiences beyond the setting, helping her recognise changes in children's emotional wellbeing and provide appropriate support when needed.

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Curriculum and teaching Expected standard

The childminder prioritises children's personal, social and emotional development in readiness for their next stage in learning, including moving on to pre-school. For example, she teaches children to manage their emotions explaining the different faces on the poster and supporting children to take turns and share resources. The childminder helps children to understand others' feelings, such as when she describes children as feeling 'sad' when another child is not able to share, and she helps children to regulate their feelings.

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Curriculum and teaching Expected standard

The childminder places emphasis on developing children's language and communication skills. She uses stories and books to engage children, who enjoy looking at the pictures and chatting. She introduces songs, and the youngest children join in with familiar rhymes and rhythms. The childminder is skilful in introducing new vocabulary to children, for example by resources to encourage descriptive language as children bury and dig for different natural resources. Sometimes, her use of questions does not encourage all children to express themselves further.

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Curriculum and teaching Expected standard

The childminder supports children's mathematical learning as they count up to 5 when exploring objects and jars. She also introduces some language that supports children's understanding of size, such as 'big' and 'biggest' as children compare different sieves, she encourages children to use mathematical language such as 'least' to describe quantities.

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Curriculum and teaching Expected standard

The childminder supports children to explore the environment around them, with an emphasis on the importance of learning about the natural world. Children learn about different people in their community as they experience a range of trips. They celebrate all of their families, which further supports children to learn about themselves and the wider community.

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Inclusion Expected standard

The childminder uses assessments to identify children's individual learning needs and takes appropriate action to reduce barriers to their learning and wellbeing. She works closely with parents and external agencies to secure support when needed. She successfully obtains additional funding for children with identified needs and plans carefully how this funding will be used. For example, the childminder routinely uses funding to provide a variety of experiences to support their interests and life experiences.

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Inclusion Expected standard

The childminder adapts her provision to help children access learning and daily experiences. She makes thoughtful adjustments based on children's individual needs and their general wellbeing and emotional moods. This includes the use of sensory resources, quieter spaces and adaptations to activities to help children access experiences that they may otherwise avoid. The childminder understands the cultural backgrounds and family circumstances of the children she cares for and works sensitively with parents to address barriers that may affect children's learning and wellbeing.

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Inclusion Expected standard

The childminder plans carefully for children's transitions preparing children well for the next stage of their learning. The childminder typically identifies and responds to barriers to children's learning and wellbeing so that they can make progress from their starting points.

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Leadership and governance Expected standard

The childminder is reflective and mostly identifies where improvements are needed. She is committed to providing the best care and education for children. Furthermore, she accesses ongoing training to support children's development. This helps her implement various strategies in her teaching. The childminder engages in professional networking to ensure that she continually develops her practice. She regularly meets with a fellow childminder and reviews activities that have proved particularly beneficial in promoting children's progress. The childminder then adapts these to support children in her care.

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Leadership and governance Expected standard

The childminder reflects on her provision, using feedback from the families. She considers the opportunities she offers children and how these relate to their learning and development. She is very passionate about what she does and the experiences she offers the children in her care.

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Leadership and governance Expected standard

The childminder generally works well with parents and carers and other professionals involved with the families. She finds out key information about the children before they start at the setting. She keeps parents informed about their child's day, activities, development and progress. Parents value the feedback they are given, which includes information on how they can continue their child's learning at home.

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

Children are happy, settled and eager to engage in their play. They confidently explore the environment, make choices in their play and demonstrate positive attitudes towards learning. Younger children develop increasing confidence in their physical skills as they climb, jump, balance and explore sensory experiences. They enthusiastically access mini trampoline, kick balls and water play, while older children proudly talk about how they can squeeze the spray bottles to keep cool. Children are encouraged to have a go for themselves and routinely access drinking water, wash their hands and manage everyday tasks independently. They learn to turn taps on and off and the childminder encourages them to persevere when they find new skills difficult at first.

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

Children develop positive relationships and learn to play alongside others. They are supported well to share resources, take turns and include others in their play. Children show growing confidence in expressing their needs, preferences and ideas. They enjoy looking at books and engaging in conversations about what is happening around them with the childminder. Younger children recall favourite actions and anticipate what comes next.

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

Children who speak English as an additional language are included well by the childminder. Their home languages are valued alongside English; children learn to use sign language helping them communicate confidently and feel a sense of belonging. Children enjoy conversations with the childminder about their families, recent experiences and important events in their lives.

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About this setting

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

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About this setting

Local authority: Bromley Children benefit from experiences that build on their interests and broaden their understanding of the world around them. They receive opportunities to enjoy experiences beyond those typically available in their daily lives. For example, visits to local museums to look at butterflies or local parks to support children's confidence to try more challenging equipment is planned by the childminder helping them learn about their local community and the wider world.

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Next steps

The childminder should further strengthen her skills in developing children's communication development. The childminder should strengthen daily routines so that children consistently understand what happens next and develop greater independence in managing transitions and everyday tasks.

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About this inspection

The inspector spoke with the childminder, 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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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. 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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