Childminder

Childminder

Unique reference number (URN): 2835486 Registered with Ofsted: 01/05/2025 Registers: EYR, CCR, VCR

p.1

Leadership and governance Expected standard

The childminder demonstrates she understands the importance of creating a secure environment to support children's wellbeing. Through discussion, the childminder explained the process she would use to identify and support children's individual needs. She describes how she would gather detailed information from parents during settling-in visits and use ongoing observations of children during play to identify any emerging needs or potential barriers to learning. Close partnership working with the school was also discussed to ensure children receive timely and appropriate support. The childminder has a secure understanding of how to help children manage their emotions. For example, she highlights a calm space she will use in her home.

p.1

Leadership and governance Expected standard

The childminder is proactive in keeping her knowledge up to date through regular training, for example attending regular training through the local authority. She identifies areas for development and shows a strong drive to improve her practice. The childminder is continuing to strengthen her early years knowledge as a key priority, as identified during the inspection. She is actively developing her understanding of the early years statutory framework through training opportunities and support provided by the local authority to ensure she can confidently meet the needs of all the children who will attend her setting. The childminder is committed to improving her practice and demonstrates a strong drive for continuous development. Practice will be adapted to meet children's individual needs, ensuring all children have equal opportunities to learn, develop and make progress.

p.1

Leadership and governance Expected standard

Parents are recognised as valued partners from the start. The childminder offers opportunities to attend the first settling-in session alongside their child. She understands that a collaborative approach supports children to make a smooth transition into the setting. The childminder understands how parental input can help children develop a sense of security.

p.2

Compulsory Childcare Register requirements

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

p.2

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.2

Voluntary Childcare Register requirements

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

p.2

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.2

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 20:00,Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 20:00

p.3

Facts and figures used on inspection

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

p.3

About this inspection

The inspector spoke with leaders and staff during the inspection.

p.3

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 Yeats 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.3

About this inspection

There were no early years children present and/or on roll at the time of this inspection. The findings in this report are based on evidence gathered from discussions with leaders and an inspection of the premises, equipment and any relevant documentation. When there are no early years children present, inspectors evaluate and grade only leadership and governance, as there is no reliable evidence from other evaluation areas through which to assess the impact on children.

p.3

Exceptional

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

p.4

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.4

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.4

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.4

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.4

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.4

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.4

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.4

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.5