Childminder

Childminder

Unique reference number (URN): 2789073 Registered with Ofsted: 06/06/2024 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 Strong standard

Behaviour, attitudes and routines are well established because the childminder has created calm, familiar routines and clear, age-appropriate expectations that children understand. Children are supported to share, wait, tidy away, take turns, follow routines and recover when they become upset. Relationships are warm and secure, and children respond well to the childminder's calm guidance.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder supports behaviour through emotional understanding and her knowledge of each child. She helps children understand their feelings, uses resources about emotions and gently guides children when they become restless or frustrated. For example, she used a butterfly theme to help children manage energetic play and supported children to re- engage in their activities, when they began to feel frustrated.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder supports children's attention, listening, recall of previous experiences and ability to return to activities. Children are confident in their environment and interact comfortably with adults, showing secure relationships and confidence in the setting.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder manages attendance routines well by knowing planned absences in advance and working closely with parents. She responds sensitively when changes happen, such as when a child arrives on the wrong day, so children do not feel disappointed. Children benefit from consistent routines, positive relationships and support that helps them regulate their emotions, build confidence and take part in activities.

p.2

Curriculum and teaching Strong standard

The childminder plans learning carefully so that it matches what children need to learn next. The curriculum helps children develop their communication, early mathematics, understanding of the world, physical skills, personal, social and emotional development, early reading and writing, independence and readiness for school. The childminder makes learning practical and meaningful by linking activities to children's interests, the seasons, family experiences and everyday routines.

p.2

Curriculum and teaching Strong standard

The childminder changes her teaching to meet children's needs while also following their interests. She balances planned activities with opportunities for children to lead their own learning. Children learn about butterflies and life cycles through story props, books, name activities and experiences linked to their families. These activities help children learn new words, become curious, remember what they have learned, develop fine motor skills, use their imagination and understand more about the world. The childminder introduces new words, such as delicate, doily and lace, and encourages children to link new learning with what they already know.

p.2

Curriculum and teaching Strong standard

The childminder teaches early mathematics clearly and with confidence. Number games give children opportunities to count, recognise numbers, balance, answer questions about what number comes next, count on their fingers and use sounds to help them learn. The childminder checks what children understand, goes back over anything they have not yet learned and changes her support to ensure all children have understanding. She uses

p.2

Expected standard

prompts, demonstrations, repetition and practical resources to help every child take part and make progress. Children benefit from this approach throughout the day in both planned activities and everyday routines.

p.3

Achievement Expected standard

Children make steady progress from their starting points in the areas that are most important for their age and stage of development. These include communication and language, early mathematics, confidence, self-care and emotional development. They enjoy listening to stories, remember previous experiences, use new words and join in with early number activities. They are becoming more independent by using the toilet, washing their hands, eating at mealtimes, choosing resources, tidying away and taking part in planned activities.

p.3

Achievement Expected standard

The childminder watches children as they play and learn. She uses guidance about child development and keeps records of what children know and can do. This helps her identify what children already know, where they need more support and what they need to learn next. The childminder gives children regular opportunities to practise physical skills, such as hopping and using pedal bikes. This helps children become more confident, improve their physical control and keep trying when they find something difficult.

p.3

Achievement Expected standard

Parents say their children have become more independent and have made progress with understanding stories, writing, colouring, confidence and curiosity. The childminder prepares children well for their next stage of learning by helping them develop their communication, early reading and writing, mathematics, self-care, social skills and emotional development.

p.3

Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are promoted through warm relationships, respectful care and familiar routines that help children feel safe, settled and independent. The childminder knows children's care needs, preferences and tiredness patterns. She adapts toileting, handwashing, meals and rest so care is personal, dignified and matched to how children are feeling. A singing routine during toileting helps waiting children know what to do and supports privacy. Children learn why hygiene matters because the childminder explains routines in language they understand. She helps children recognise feelings through calm talk, familiar routines and resources about emotions.

p.3

Children's welfare and wellbeing Expected standard

Mealtimes are calm, social and well supervised. The childminder promotes safe eating, healthy choices, language, independence and social confidence. Children sit safely, drink from open cups, talk about food and manage parts of their own care. The childminder's awareness of safer eating means food is managed carefully and children eat securely. Rest routines respond to children's tiredness and help them relax, settle and feel emotionally secure, even when they do not sleep. When children are tired, restless or frustrated, the childminder uses gentle guidance, quiet time and themed play, such as the butterfly activity, to help them settle and re-engage. Screen time is not part of the usual routine, so children remain engaged in conversation, physical play, outdoor experiences and practical learning. These routines support children's physical health, emotional wellbeing, independence, self- regulation, social confidence and readiness for their next stage.

p.3

Inclusion Expected standard

The childminder knows children's different starting points, interests, confidence levels and emotional needs. There are no children currently identified with special educational needs and/or disabilities, known or previously known to children's social care, or in receipt of additional funding. Even so, the childminder identifies possible barriers and adapts support so that children can participate and progress in her provision. For example, the childminder recognises that children may need wider opportunities to mix with others and develop confidence in larger groups. Regular contact with other childminders helps children practise social skills, build confidence and experience learning beyond the home-based provision. The childminder also considers children's home experiences, including access to outdoor spaces, and uses wider experiences to broaden what children know and can do.

p.4

Inclusion Expected standard

The childminder uses observation, knowledge of the children and discussion with families to assess individual needs and review whether support is working. When working with children during number work, the childminder adapts her practice by using prompts, repetition, hand counting and sound cues so that all children can take part and make progress from their starting points. The childminder also celebrates children's individual interests, personalities and home milestones. This helps children feel recognised and included.

p.4

Inclusion Expected standard

The childminder uses quieter days to focus more directly on individual needs and next steps. If additional needs emerge, the childminder understands the need to seek advice and use a graduated approach so that support can be reviewed, adjusted and assessed for impact. This creates an inclusive culture, where children are supported to participate, belong and make progress.

p.4

Leadership and governance Expected standard

The childminder reflects on her practice and makes decisions in children's best interests. She can explain why she keeps numbers low and how this supports individual care, close relationships and routines that are manageable and closely matched to children's needs. This approach helps her know children well and respond quickly to their needs.

p.4

Leadership and governance Expected standard

The childminder uses other childminders to broaden children's experiences beyond her home-based provision and to reflect on her practice. She keeps her professional knowledge up to date through safeguarding and food hygiene training, local authority updates, professional resources and discussion with other childminders. She also learns by observing practice and considering different ways to support children. However, the childminder does not have a clear, planned approach to continuous improvement or a structured forward plan for the development of her provision.

p.4

Leadership and governance Expected standard

Communication with parents is regular and effective, including daily discussions, messages, photos and records. Parents are positive about the care, communication and learning experiences their children receive. The childminder also considers her own wellbeing and workload.

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 are cared for in a calm, home-like setting, where the childminder knows them well. The childminder keeps the number of children in her care low so that routines, care and learning can be closely matched to each child's needs. Children are settled and confident in the environment. They move around the space confidently, knowing where things are and how to find what they need. They use resources independently, make choices and follow familiar routines.

p.5

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

Children enjoy practical learning that links to their interests and the world around them. They learn about butterflies and their life cycle, alongside stories, counting, name activities, family events and everyday routines. The childminder talks with children during play and care routines, introduces new vocabulary and encourages them to remember what they already know. Children hear and use words linked to their learning, such as delicate, doily, lace, germs and daddy. They count, answer questions, listen to stories, retell parts of familiar books and take part in imaginative play.

p.6

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

Children are supported to develop independence and self-care. They use the toilet, wash their hands, sit safely at mealtimes, drink from open cups, choose resources, tidy away and get ready for rest. The childminder helps them understand why routines matter, for example, by talking about germs and reminding children to wash their hands when needed. Mealtimes are calm and social. Rest routines are familiar and responsive, and children can rest even if they do not sleep.

p.6

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

Children also benefit from experiences beyond the home-based setting. Contact with other childminders gives them opportunities to meet other children, practise social skills and build confidence in larger groups. The childminder has a large garden with a range of resources that support children to develop physical skills and learn about the world around them. Children develop communication, confidence, curiosity, independence and early learning skills that prepare them for their next stage in learning.

p.6

Next steps

The childminder should strengthen self-evaluation and continuous improvement for the setting through identifying precise priorities and regularly checking their impact on children's learning, care and experiences. The childminder should continue to extend children's communication, confidence, social skills and understanding of the wider world through regular meet ups, outings and shared activities with other childminders.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.6

About this inspection

This inspection was carried out 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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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