Childminder

Childminder

Unique reference number (URN): 2814114 Registered with Ofsted: 30/01/2025 Registers: EYR, CCR, VCR

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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 make steady progress from their starting points because they have regular opportunities to play, learn and explore. They typically develop key knowledge and skills across the areas of learning. For example, children are beginning to build early communication skills as they copy new words, join in with songs and share their ideas during play. They are beginning to develop an awareness of early mathematical concepts, such as measurement and counting in play.

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Achievement Expected standard

Children develop their fine motor skills as they create models with dough, including rolling balls and snakes. These experiences help to strengthen the small muscles in their hands and support the development of the skills needed for early writing. They also build their physical skills outdoors as they run, balance and climb, developing their coordination, strength and confidence. Children are beginning to demonstrate positive social skills, including taking turns, sharing resources and playing cooperatively alongside their peers. Overall, children gain the age- and stage-appropriate skills they need for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a culture of kindness and respect in a positive environment. Generally, the routines support children to understand what is expected of them throughout the day. She ensures that expectations for children are suitable for their age and stage of development. Children understand the daily routine; they know the order in which tasks happen. For example, they know they must tidy away their toys before they have snack.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a nurturing approach with the children. Children learn from her how to be kind and affectionate to their friends and those they care about. The childminder and children have secure attachments with each other. The childminder gains information about children's homes, cultures and languages the children use at home. This supports children to learn how they are unique and have similarities with others. Children feel a sense of belonging and this helps develop respectful attitudes. The childminder places emphasis on ensuring that all children can socialise with other children. This helps children develop confidence in social situations.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is aware of the importance of building positive attendance and punctuality. She promotes this with parents. She ensures that parents and families understand the importance of creating good habits of attendance for children's next stage of learning.

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Children's welfare and wellbeing Expected standard

The childminder supports settling-in procedures by gaining information from parents before children start. This helps the childminder to develop a clear understanding of children's individual needs, interests and home routines. She uses this to establish an environment to help children feel secure in her care. Rigorous sleep-monitoring procedures are in place to ensure children's safety.

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Children's welfare and wellbeing Expected standard

The childminder builds warm and caring bonds with children. Children explore the learning environments happily and confidently. The childminder teaches children how to take care of their own needs. Children independently wash their hands and get tissues to wipe their nose. The childminder responds sensitively to children's individual care needs. The childminder has not fully considered how some care practices impact on children's learning. For example, the organisation of nappy changing in the main playroom promotes children's privacy. However, other children are not fully engaged in learning at these times, and this disrupts the learning environment.

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Children's welfare and wellbeing Expected standard

Children enthusiastically engage in physical activities. They have space and freedom to run, jump and climb outside. Children learn how to use play equipment safely.

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Curriculum and teaching Expected standard

The childminder understands what children need to learn and uses her knowledge of child development effectively plan the curriculum. She places a clear emphasis on children's communication development and plans a range of experiences to develop children's physical skills. Children typically benefit from experiences that support learning across all areas of learning. Overall, the curriculum meets children's individual needs.

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Curriculum and teaching Expected standard

The childminder uses children's starting points and next steps to help shape activities and interactions throughout the day. For example, children are supported to develop physical confidence through exploring the area. The childminder provides opportunities to for children to test their abilities as they cut and shape dough. Children develop their language and mathematical understanding through conversations, simple counting activities and everyday routines. Teaching is mostly effective and reflects children's interests.

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Curriculum and teaching Expected standard

The childminder models appropriate language to introduce new vocabulary and encourage children to think and use interesting new words. However, children are not always given time to respond to questions asked of them. This does not help children develop their conversational skills. Children are keen learners and are excited to learn. The childminder reflects on planned activities and makes suitable adaptations to support children's needs. Generally, children remain engaged in learning and make progress across the areas of the curriculum.

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Inclusion Expected standard

The childminder sometimes works with assistants. They discuss the children's development and individual needs of children. The childminder explains strategies to use to support learning. She effectively coaches the assistants to complete their role. This helps with confidence. The childminder has attended all mandatory training. She has also attended training about communication development. This has had a significant impact on those children learning to speak English as an additional language. The childminder speaks some of the languages that children use at home. This has helped children understand what is expected of them and has had a positive impact on their progress overall. The childminder reflects on her practice and identifies areas of strength and some areas she wants to develop further. She feels she has formed good relationships with the children and their parents, and this means children feel safe and secure in her care. The childminder now

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Inclusion Expected standard

realises that she would benefit from additional training in behaviour management to help her be more consistent.

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Inclusion Expected standard

The childminder reports that she has positive partnerships with parents. She explains that she talks to parents daily and offers feedback on their children's day through an online app. She involves parents in making decisions about what their children need to learn next and shares observations with them when she feels their children may need additional support. This helps them be involved in their children's learning.

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Leadership and governance Expected standard

The childminder strives to offer children and families the best service and learning experiences. She takes appropriate steps to keep her knowledge up to date by completing relevant training courses and attending webinars to enhance her professional knowledge and practice. The childminder has created links with local childminders to share support and expertise. She demonstrates a secure awareness of her strengths and areas for development. The childminder realises that she would benefit from additional training in embedding routines to help her be more consistent.

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Leadership and governance Expected standard

The childminder has established respectful and supportive relationships with the children and their parents, and this means children feel safe and secure in her care. She fully understand the families who attend and offers support with a range of child development topics. This helps parents to support learning at home. The childminder explains that she talks to parents daily and offers feedback on their children's day through an online app, diaries and conversations. She involves parents in making decisions about what their children need to learn next and shares observations with them when she feels their children may need additional support. This helps them be involved in their children's learning.

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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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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary 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 show they are settled and at ease with the childminder. They wait patiently as they are eager to play with dough. The childminder encourages children's independence skills as they choose resources to play with and tidy away others, with adult support when needed. Children show a positive attitude towards their learning as they sit and have their snack, they show determination as they peel fruit and demonstrate their independence.

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

Children demonstrate that they are familiar with the routines and the environment, they enjoy their time at the setting. They join in with activities and remain engaged in their learning for sustained periods. Children are sociable and communicate with one another, laughing and smiling. Children show that they are proud of their achievements and are keen to show the childminder what they have done, for example their dough creations and when they find a story to read. The childminder responds positively, extending children's sense of security through positive interaction and encouragement.

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

Overall, the childminder implements a balanced curriculum based on children's interests and individual needs, including children with possible special educational needs and/or disabilities and those who are learning to speak English as an additional language. This helps ensure all children are included, supported and able to make progress from their starting points. The childminder shares with parents the importance of regular attendance and punctuality. Parents and families are supported to understand the importance of creating good habits of attendance to help benefit children in their next stage of learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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Next steps

The childminder should enhance strategies to support children's communication and language development. The childminder should enhance arrangements for care routines so all children are engaged in learning.

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About this inspection

The inspector spoke with the childminder and children 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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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.

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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.

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Urgent improvement

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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 .

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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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