Childminder

Childminder

Unique reference number (URN): 2800261 Registered with Ofsted: 08/08/2024 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

Children generally make progress from their starting points. They develop the knowledge and skills they need for their next stage of learning. Children communicate well, share their ideas and experiences and increasingly play and interact successfully with others. They manage routines independently and take responsibility for simple tasks.

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Achievement Expected standard

Children gain the skills they need for future success. Older children develop the independence and self-care skills that support their move to school. For example, they learn to follow routines, manage their personal care independently and recognise their name and familiar letter sounds. Younger children develop their physical skills, communication and understanding as they explore, play and interact with others.

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Achievement Expected standard

Children generally achieve well across the areas of learning. However, achievement is not consistently as effective as it could be because planned learning does not always focus on the most important developmental knowledge, skills and behaviours individual children need to learn next. As a result, some children do not make the best possible progress in the areas that are most relevant to their stage of development.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with the childminder and their peers. They feel secure in the setting and confidently join activities throughout the day. Children welcome one another as they arrive and learn how to play alongside children of different ages. The childminder uses praise and encouragement consistently, helping children develop confidence and positive attitudes towards learning. Children learn to share resources, take turns and consider the needs of others.

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Behaviour, attitudes and establishing routines Expected standard

Children understand the routines and expectations of the setting. They help to tidy away resources, wash their hands before snack time and know where to sit during mealtimes. They respond to reminders about using indoor voices and generally move between activities successfully. Children attend regularly and benefit from the consistency and security this provides. The childminder follows up any unexpected absences and works with parents to ensure children attend as expected.

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Behaviour, attitudes and establishing routines Expected standard

Children generally engage well in activities and show positive attitudes towards play and learning. However, some children find it more difficult to manage their emotions, attention and behaviour. While the childminder provides support, encouragement and reassurance, strategies are not always sufficiently developed to help children build these skills as effectively as possible. As a result, some children do not consistently sustain their engagement in group experiences or manage their emotions as successfully as they could.

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Children's welfare and wellbeing Expected standard

Children receive caring and consistent support that promotes their welfare and wellbeing. The childminder knows them well and understands their individual needs and circumstances. Children form trusting relationships with the childminder and confidently seek reassurance, support and encouragement throughout the day. They settle quickly on arrival, engage readily in play and move confidently between familiar routines and activities.

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Children's welfare and wellbeing Expected standard

Children develop an understanding of how to keep themselves healthy. They follow established routines, such as washing their hands before eating, and talk confidently about the importance of drinking water during hot weather. Children discuss why they wear hats and sun cream and demonstrate an emerging understanding of how to keep themselves safe and well. The childminder reinforces these messages and adapts experiences to support children's wellbeing during periods of warmer weather. Children enjoy regular opportunities to be physically active and develop increasing coordination and physical competence as they climb, balance, explore and play outdoors.

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Children's welfare and wellbeing Expected standard

Children benefit from a calm and nurturing environment where their wellbeing is promoted effectively. They know what to expect from daily routines and typically respond positively to the consistency these provide. Children make choices about their play, develop increasing independence and feel included in the life of the setting. Positive relationships help them develop resilience and emotional security over time. As a result, children develop a positive sense of wellbeing and are supported to thrive.

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Curriculum and teaching Expected standard

The childminder has developed a curriculum that focuses on helping children become independent, develop confidence and prepare for their next stage of learning. He typically uses children's interests and everyday experiences to support learning and development. Community experiences form an important part of the curriculum. The childminder extends children's learning beyond the setting through regular physical activity sessions, visits within the local community and opportunities to tend vegetables at a local allotment.

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Curriculum and teaching Expected standard

The childminder supports learning through conversations, modelling and purposeful questioning. He encourages children to share their experiences, develop new vocabulary and think about what they already know. Children talk about how to stay safe in hot weather and develop their understanding through meaningful interactions throughout the day. The childminder encourages children to test ideas, solve problems and develop curiosity and independence in their learning.

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Curriculum and teaching Expected standard

The childminder uses assessment to identify general aims for children's learning. However, these do not always focus sharply enough on the most important developmental knowledge, skills and behaviours children need to learn next. As a result, planned learning is not consistently matched to children's differing stages of development. This means that some children do not engage as fully as possible in planned activities or build securely on the knowledge and skills that are most relevant to their stage of learning.

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Inclusion Expected standard

The childminder knows children and their families well. He builds a detailed understanding of their individual circumstances through regular discussions with parents and ongoing assessment. He uses this information to identify children's strengths, monitor their development and recognise emerging concerns. He understands the importance of early intervention and knows how to access additional support when children or families need it.

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Inclusion Expected standard

The childminder works effectively with a range of professionals to support children who face barriers to their learning or wellbeing. He understands the importance of working with external agencies, including children's social care, when additional support is required for children and families. He recognises that children's home experiences can influence their development and wellbeing and uses information from parents and professionals to ensure that the support he provides reflects children's individual circumstances.

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Inclusion Expected standard

The childminder responds thoughtfully to children's health, welfare and developmental needs. He puts clear arrangements in place to support children with specific dietary and medical requirements and works closely with parents to provide consistent care. Children take part in all aspects of the setting and receive support that reflects their needs and circumstances. As a result, they feel secure, develop positive relationships and make progress from their starting points.

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Leadership and governance Expected standard

The childminder leads and develops the provision through regular reflection on children's experiences, the effectiveness of activities and routines and the suitability of resources. He routinely evaluates practice, identifies strengths and areas for improvement and seeks the views of parents through daily communication and an online learning journal. This helps him develop a detailed understanding of children's experiences both in and beyond the setting.

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Leadership and governance Expected standard

The childminder understands the purpose of assessment, progress reviews and early intervention. He shares information about children's progress with parents and uses assessment information to build a picture of children's development over time. The childminder enriches the curriculum through links with the local community, including regular physical activity sessions, visits within the local area and opportunities for children to grow and care for vegetables at a local allotment.

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Leadership and governance Expected standard

The childminder demonstrates a reflective approach to improvement and shows a willingness to review and adapt practice. However, professional development is not focused sharply enough on developing expertise in supporting children's self-regulation and emotional development. In addition, the childminder does not always identify the most important developmental priorities for individual children with sufficient precision. As a result, curriculum planning does not consistently focus on the knowledge, skills and behaviours that are most important for children to learn next.

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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 arrive happily and settle quickly into the welcoming home environment. They confidently access resources and quickly become absorbed in their play. Children of different ages play alongside one another, building with magnetic tiles, sharing stories and using their imagination as they transform resources into cars and other familiar objects. They enjoy talking about their experiences from home and eagerly share news about family outings and interests. Parents and carers value the care and support their children receive and describe them as happy, settled and keen to attend. Children develop positive relationships with one another and learn how to take turns, share resources and play cooperatively.

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

Children generally enjoy learning through practical experiences and meaningful interactions throughout the day. The childminder encourages them to think, investigate and test their ideas. During water play, children explore how water moves through tubes and containers, making predictions and repeating actions as they discover what happens. They develop confidence as they solve problems for themselves and receive encouragement for their efforts. Children enjoy opportunities to be physically active outdoors, where they climb, balance, transport water and explore the environment around them. They show curiosity about the world and confidently share their ideas with the childminder and their peers.

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

Children develop increasing independence through familiar daily routines. They help to tidy away resources, wash their hands before snack time and make choices throughout the day. They talk about how to keep themselves safe and healthy in warm weather, discussing the need for hats, sun cream and regular drinks of water. The childminder knows children well

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 09:00 - 13:00

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About this setting

Local authority: Gloucestershire and understands their individual needs and circumstances. As a result, children feel safe, included and supported to develop the confidence, independence and social skills they need for their next stage of learning. Regular attendance helps them build secure relationships and benefit fully from the experiences available to them.

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Next steps

The childminder should strengthen assessment and curriculum planning to focus on the most important developmental knowledge, skills and behaviours that children need to learn next. The childminder should focus professional development on supporting children's self- regulation and emotional development to develop greater expertise in meeting children's individual learning needs.

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About this inspection

The inspector spoke with the childminder, staff, 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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