Childminder

Childminder

Unique reference number (URN): EY273259 Registered with Ofsted: 18/11/2003 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

Achievement Expected standard

Children's fine motor skills are developing well. The childminder provides purposeful activities, such as using pincers and manipulating small objects, to help children strengthen their control and coordination. As a result, children show increasing precision, including when using cutlery during mealtimes.

p.2

Achievement Expected standard

Younger children are supported effectively to develop their independence. They sustain concentration as they practise new skills, and the childminder uses praise appropriately to build their confidence and encourage sustained effort.

p.2

Achievement Expected standard

Mathematical language is woven effectively into daily routines. Children count plates and cups, organise resources and use vocabulary such as 'big' and 'small' confidently during play. These practical experiences help children to build secure early mathematical understanding.

p.2

Achievement Expected standard

The childminder identifies appropriate next steps in children's learning, based on their stage of development and what they already know and can do. These are addressed through relevant experiences that help children to make continued progress. As a result, children develop a range of skills that support their readiness for future learning, including their transition to school.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children understand clear boundaries and know what is expected of them. The childminder supports children's good decision-making effectively through high-quality interactions and consistent reminders about risk. For example, when a younger child climbs onto a chair, they are gently reminded about potential dangers and supported to manage this safely.

p.2

Behaviour, attitudes and establishing routines Expected standard

There is a positive attitude to learning within the setting. The childminder understands the importance of attendance and monitors this effectively. The environment is well organised and calm, which helps children to feel secure and supports their engagement in play and learning. Children develop strong friendships with their peers. They play cooperatively together and demonstrate well-developed language skills during their interactions, including in role-play activities.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are learning to recognise and talk about their emotions. For instance, children explain what makes them feel happy or sad, and each child has their own suggestion of this. The childminder understands the importance of supporting children's emotional development and provides regular opportunities for them to discuss their feelings.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children show a high level of respect for their environment. This is promoted effectively through the childminder's positive role modelling. Children confidently tidy away resources, negotiate with one another using their communication skills and know where items belong. The childminder has established clear routines, which children follow well and which contribute to their sense of security.

p.2

Children's welfare and wellbeing Expected standard

Mealtimes are calm and relaxed at this setting, and children show consideration for one another. The childminder provides healthy meals and talks to children about the benefits of a balanced diet. She also demonstrates a clear awareness of local health issues, including childhood obesity.

p.3

Children's welfare and wellbeing Expected standard

The childminder reinforces healthy messages during story time. She uses discussion effectively to help children distinguish between everyday healthy foods and those that should be treated as occasional treats. Children engage well in these conversations and begin to use this language in their own responses.

p.3

Children's welfare and wellbeing Expected standard

Children show a secure and developing understanding of emotions. They confidently access emotion cards and talk about experiences that make them feel happy or sad. This supports children to recognise and express their feelings appropriately.

p.3

Children's welfare and wellbeing Expected standard

Children are supported well to develop their independence skills, such as washing their hands before lunch. These routines are securely embedded, and children know what is expected of them. Older children help younger children to follow routines and develop their skills, which promotes confidence and cooperation.

p.3

Children's welfare and wellbeing Expected standard

The childminder promotes consistent messages about healthy lifestyles. She understands the impact that healthy eating has on children's wellbeing and uses everyday opportunities, including stories and routines, to deepen children's understanding of healthy choices.

p.3

Curriculum and teaching Expected standard

The childminder has completed training relating to younger children in response to the changing needs of those attending the setting. She has a secure understanding of how to plan a curriculum and provide activities that support the learning and development of younger children. This is evident throughout the inspection as adaptations for younger children are embedded effectively in daily practice. Consequently, younger children make good progress from their starting points. The childminder organises the day well to meet the needs of the children. Ratios are maintained appropriately, and children receive effective support with their learning throughout the day.

p.3

Curriculum and teaching Expected standard

The childminder has a secure knowledge of child development and uses this well to plan children's next steps in learning. For example, during an activity, she explains clearly how the same areas of learning, such as fine motor development and engagement, are promoted for all children. Children remain engaged in their play and apply these skills later in routines that support their independence, such as using the soap dispenser when washing their hands and developing coordination when using knives and forks.

p.3

Curriculum and teaching Expected standard

The childminder has developed a curriculum indoors which meets the current needs of all children attending. Children of all ages have opportunities to learn, as the childminder adapts her practice effectively to promote inclusion and ensure that all children can participate fully. However, the childminder does not make full use of the opportunities available within the outdoor area. As a result, the curriculum for outdoor learning is not yet sufficiently well developed to consistently promote and extend children's understanding of the natural world.

p.3

Inclusion Expected standard

The childminder works effectively with multi-agency professionals to help ensure that children and families receive timely support. She attends social care meetings and shares relevant information appropriately to help promote positive outcomes for children.

p.4

Inclusion Expected standard

The childminder knows children well and uses her knowledge of their individual needs to adapt her practice effectively. For example, she recognises when a child's concentration begins to diminish and responds promptly to help them re-engage in learning.

p.4

Inclusion Expected standard

Although there are currently no children with special educational needs and/or disabilities on roll, the childminder reflects knowledgeably on her previous experience of supporting children who require additional help. However, the curriculum for the outdoor area is not yet sufficiently well developed to consistently promote and extend children's learning in a meaningful way. The childminder reflects knowledgeably on her previous experience of supporting children who require additional help. She explains clearly the strategies she has used to meet children's individual needs and has completed relevant training to strengthen her practice further. She has a secure understanding of the professionals and services that can provide guidance and support to inform her practice.

p.4

Inclusion Expected standard

The childminder demonstrates a secure understanding of how children's backgrounds and experiences can affect their wellbeing and learning. For example, when caring for vulnerable children, she adopts a flexible approach to attendance to respond sensitively to the child's needs. She also identified barriers to children's development, including limited access to outdoor experiences, and used available funding purposefully to broaden the child's experiences, such as arranging visits to the farm. Children are all making appropriate progress as a result of this practice.

p.4

Leadership and governance Expected standard

Parents report that they are happy with the care and learning provided by the childminder. The childminder shares daily verbal updates and uses a communication book to keep parents informed. Parents are aware of their children's next steps in learning and feel well supported to continue this at home. This strong partnership working contributes positively to children's progress.

p.4

Leadership and governance Expected standard

The childminder has addressed previous concerns relating to safe sleep effectively. She has established appropriate routines and procedures to ensure that children rest safely, including the use of suitable sleep mats and regular checks. This demonstrates that she understands her responsibility to safeguard children and has taken prompt and appropriate action in response to recommendations raised at the previous inspection.

p.4

Leadership and governance Expected standard

The childminder attends a local support group each week, where she reflects on both positive and challenging experiences. She attends local authority training and makes appropriate use of support from the local authority adviser. This helps her to identify gaps in her knowledge and strengthen her practice to meet the needs of children effectively. She demonstrates a clear understanding of the importance of reflection and ongoing professional development in improving outcomes for children.

p.4

Leadership and governance Expected standard

The childminder identifies relevant training to address new challenges, such as caring for younger children. She explains how this professional development has a positive impact on children's learning and development. She has also successfully addressed the actions raised at her previous inspection.

p.5

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 attending this setting develop positive social skills and communicate with increasing confidence. This is evident during mark-making activities, where they share their knowledge of colours and interact appropriately with others. As a result, children make suitable progress in their personal, social and communication development.

p.6

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

Children develop the skills they need to be healthy and increasingly independent. The childminder has embedded toothbrushing routines into daily practice, helping children to understand the importance of good dental hygiene. Children know where their toothbrushes are kept and demonstrate increasing independence in managing these routines. Older children act as positive role models for younger children. This supports children well in preparing for the next stage in their learning and development. The childminder demonstrates a secure understanding of the importance of promoting good health from an early age.

p.6

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

Children benefit from meaningful and purposeful interactions. The childminder models language effectively and consistently extends children's communication during play and routines. As a result, children make good progress in their language development and increasingly use language to express their ideas, needs and preferences.

p.6

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

Children show a clear enjoyment of books and stories. During group times, the childminder uses props and songs effectively to support children's understanding and sustain their interest. Children remain engaged and build on what they already know as they recall familiar parts of stories and experiences. This helps to support their ongoing learning and early literacy development.

p.6

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

Children display high levels of engagement in their learning. During mark-making activities, the childminder provides a clear narrative to extend children's thinking and deepen their involvement. As a result, children make good progress in their ability to concentrate and participate. The childminder models high-quality interactions, which ensures that teaching is consistent, purposeful and beneficial to children's learning.

p.6

Next steps

The childminder should consider developing the curriculum to extend the opportunities and experiences for children to learn outdoors and extend their knowledge further.

p.6

About this inspection

The inspector spoke with the childminder during the inspection.

p.6

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

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Our grades explained

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.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8