Childminder

Childminder

Unique reference number (URN): 2777189 Registered with Ofsted: 23/04/2024 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

All children, including those who may face barriers to their learning, generally develop a range of key skills and knowledge across the curriculum. Children who speak English as an additional language develop confidence in communicating with others and participate in activities and daily routines alongside their peers.

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Achievement Expected standard

Children develop communication and language skills through opportunities to join in with familiar songs and group activities. Younger children communicate their preferences and respond to familiar words and routines, while older children confidently talk about what they know and can do.

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Achievement Expected standard

Children develop early mathematical understanding through opportunities to count, sort and compare objects. Older children recognise shapes, confidently apply counting skills and develop early literacy skills, such as recognising and tracing their names.

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Achievement Expected standard

Children develop physical skills through opportunities to move, balance and coordinate their movements during play and daily activities. Overall, children typically make steady progress from their starting points and develop the knowledge and skills they need for future learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to understand what happens during the day through calm and consistent routines. Children settle quickly into the setting and demonstrate an understanding of familiar expectations. They help to tidy away resources when activities have finished and join in with group experiences as part of the daily routine.

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Behaviour, attitudes and establishing routines Expected standard

The childminder acts as a positive role model. She speaks respectfully and uses clear language to help children understand expectations and routines. Children respond positively to her guidance and generally show positive attitudes towards play and learning. They enjoy joining in with group activities and familiar routines, including songs and circle-time experiences. Children use visual prompts to help them participate in familiar activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance and punctuality. This helps children develop a sense of belonging, establish positive relationships and become familiar with the daily routines of the setting. The childminder responds sensitively when children need reassurance or encouragement. This helps children manage changes in routine and supports their emotional security and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

However, opportunities to further develop children's independence within daily routines are not yet fully embedded. At times, children rely on adult support to make choices and complete simple tasks. As a result, children do not yet consistently develop independence during everyday routines.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through calm, consistent routines and responsive care. The childminder takes time to understand children's individual needs and ensures that daily care practices help them feel safe, secure and emotionally supported.

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Children's welfare and wellbeing Expected standard

Children benefit from routines that support hygiene, handwashing and safe eating. The childminder supervises children closely during mealtimes and encourages healthy practices. She works with parents to help ensure children's individual dietary needs and routines are understood and met.

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Children's welfare and wellbeing Expected standard

The childminder promotes oral health through activities, discussions and resources that help children learn about caring for their teeth. This helps children become familiar with routines that support their health and wellbeing.

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Children's welfare and wellbeing Expected standard

Children's privacy and dignity are respected during personal care routines. The childminder follows appropriate hygiene procedures and helps children feel comfortable and supported when receiving care. Children benefit from opportunities to be physically active both indoors and outdoors. They develop confidence in their movements and enjoy experiences that support their physical development and wellbeing.

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Children's welfare and wellbeing Expected standard

Overall, children feel safe, comfortable and well cared for in an environment that supports their health and wellbeing.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that reflects children's interests, starting points and next steps in learning. She uses observations and information gathered from parents and other adults working within the setting to understand what children know and can do. The curriculum focuses on developing children's communication and language, confidence and independence through a range of play-based experiences.

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Curriculum and teaching Expected standard

The childminder supports children's learning through purposeful interactions and planned activities. For example, during colour sorting activities, children develop their understanding of colour, size and number as they sort objects and compare different-sized bowls. During water play, children are encouraged to count, compare and describe what they see, helping to develop their communication and early mathematical understanding. The childminder adapts her interactions to support children's differing ages, stages and levels of understanding.

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Curriculum and teaching Expected standard

Children benefit from opportunities to develop early literacy and mathematical skills. Older children take part in mark-making activities where they practise recognising and tracing their names, identifying shapes and applying their counting skills. This helps prepare children for the next stage in their learning.

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Curriculum and teaching Expected standard

However, daily routines do not always support children to participate fully in planned learning experiences. At times, care routines and transitions interrupt activities, limiting opportunities for children to benefit from sustained engagement in learning. As a result, opportunities for children to benefit fully from planned learning experiences are not always maximised.

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Inclusion Expected standard

The childminder promotes inclusion effectively and helps to ensure that children feel valued and able to take part in all aspects of the setting. She adapts her interactions to support children's communication and engagement, including children who speak English as an additional language. The childminder uses repetition, modelling and clear language to help children understand and participate confidently in activities.

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Inclusion Expected standard

The childminder monitors children's development through ongoing observation and uses what she knows about children to support their learning and development. She works closely with parents, the co-childminder and assistants to help maintain continuity in children's care and learning.

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Inclusion Expected standard

The childminder demonstrates a secure understanding of how to support children with special educational needs and/or disabilities (SEND). She understands the importance of adapting experiences to meet children's individual needs and has a range of resources available, such as sensory materials and books, to support children's participation and development. The childminder understands how to access advice and guidance from external agencies and relevant professionals when required to help support children with SEND.

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Inclusion Expected standard

The childminder recognises the importance of understanding children's individual circumstances and backgrounds. As a result, children feel included, develop confidence and form positive relationships.

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Leadership and governance Expected standard

The childminder demonstrates thoughtful and reflective leadership. She generally considers how routines, activities and interactions support children's learning and wellbeing. This helps her identify areas for further development.

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Leadership and governance Expected standard

The childminder uses her knowledge of children's development, alongside observations and information gathered from parents, the co-childminder and assistants, to inform what she provides for children. She plans experiences based on children's interests and what they know and can do.

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Leadership and governance Expected standard

The childminder engages in professional development to strengthen her knowledge and practice, including training to support children who speak English as an additional language and children with special educational needs and/or disabilities (SEND). She understands the importance of working with parents and other professionals when children need additional support.

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Leadership and governance Expected standard

Parents speak positively about the childminder and describe her as approachable and supportive. They value the communication they receive about their children's care and development and report that their children are happy and settled. Overall, the childminder has a sound understanding of her role and maintains a provision where children are supported to learn and develop.

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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 welcomed into a warm and friendly environment where they feel safe, valued and included. The childminder quickly develops positive relationships with children and their families. As a result, children arrive confidently and settle quickly into familiar routines. For example, children independently find their named stone and place it into a basket as they arrive. This helps children feel a sense of belonging and supports their understanding of the daily routine.

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

Children benefit from caring interactions and secure relationships with the childminder. She responds sensitively to children's emotional needs and provides reassurance when needed. This helps children feel safe and develop confidence in the adults who care for them. Children happily spend time with their friends and enjoy being part of the setting.

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

Children participate enthusiastically in a range of experiences that support their learning and development. They enjoy joining in with familiar songs, stories and group activities. Children show enjoyment as they explore resources, communicate with others and develop new knowledge and skills. The childminder encourages children to take part and ensures they are included in daily experiences. Children benefit from opportunities to play indoors and outdoors. This helps to support their physical development as they explore and play.

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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: Ealing Children benefit from a welcoming environment where their individual needs are understood and supported. The childminder has quickly developed a good understanding of the children attending and works closely with the co-childminder and assistants to help provide continuity in children's care and learning. As a result, children are happy, settled and confident. They demonstrate positive attitudes towards play and learning and engage well in the experiences provided.

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Next steps

The childminder should further review how daily routines are organised to help ensure children can participate fully in planned learning experiences and benefit from sustained engagement in activities. The childminder should continue to develop opportunities for children's independence during daily routines, including choosing foods and helping with preparation at snack time.

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About this inspection

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