Childminder

Childminder

Unique reference number (URN): 2805485 Registered with Ofsted: 02/10/2024 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

All children, including those who may face barriers to learning, typically make progress from their starting points and develop the knowledge and skills they need for their next stage of learning. At times, children do not consistently develop the skills they need to become fully independent. This means children do not always develop the confidence they need to manage tasks for themselves. All children develop increasing confidence in communicating. They ask questions, join in conversations and express their ideas. This helps them participate in learning and build positive relationships with others.

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Achievement Expected standard

Children develop secure early mathematical, physical and literacy skills. For example, they confidently count objects, sort by colour, recognise the letters in their names and use mark- making tools with increasing control. They talk about what they create and use tools, such as hammers, safely and purposefully. This helps children strengthen the knowledge and skills they need for future learning.

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Achievement Expected standard

Children develop age-appropriate knowledge and skills across the areas of learning. For example, they recall colours, use mathematical language during play and confidently join in songs and rhymes with actions. They build on what they already know and demonstrate increasing confidence as learners. This prepares children well for their next stage of learning, including school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear routines and expectations that help children understand how to behave and take part in daily activities. However, she does not always respond consistently when children do not follow instructions that support developing self-care routines, such as nose wiping. This means children do not consistently follow these routines independently. The childminder reflects on children's behaviour and considers factors that may influence how children respond.

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Behaviour, attitudes and establishing routines Expected standard

Children form warm relationships with the childminder and each other. They listen, join in conversations and show consideration for others. For example, children enjoy playing games that require them to be patient and take turns. They share resources and use good manners during play and daily routines. This helps children develop patience, cooperate with others and build positive relationships. Children who may face barriers to learning receive the support they need to join in with activities and play alongside their peers.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents to promote attendance. Parents value the care and education their children receive and support regular attendance. This helps children benefit from consistent routines, secure relationships and ongoing learning.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's welfare and wellbeing through caring relationships and secure daily routines. However, she does not always use effective strategies to help children follow routines that support positive hygiene habits. For example, children do not always respond to reminders to clean their noses. This means children do not consistently develop these hygiene routines independently. The childminder reflects on her practice and considers different ways to encourage children's cooperation.

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Children's welfare and wellbeing Expected standard

Children benefit from a healthy lifestyle. For example, the childminder prepares nutritious meals and snacks and sits with children during mealtimes. This helps children to understand the importance of eating safely. The childminder encourages children to wash their hands before meals, brush their teeth each morning and talk about healthy foods. Children also enjoy daily opportunities to run, climb and play outdoors. This helps them develop healthy habits that strengthen their bodies.

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Children's welfare and wellbeing Expected standard

The childminder supports children's emotional wellbeing and growing independence. For example, she talks to children about their feelings and encourages slow-breathing exercises to help children feel calm. The childminder supports children to use the potty or toilet in privacy. She reminds children that 'toilet time is private time'. This helps children understand personal care, respect their own privacy and develop an early awareness of keeping themselves safe.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that reflects children's interests and what they need to learn next. She gets to know children well, identifies their starting points and plans experiences that build on what they already know and can do. For example, the childminder uses children's interest in blocks to encourage problem solving, communication and cooperative play. She regularly observes children's learning and adapts activities to match their changing interests and developmental needs. This helps children remain engaged and make suitable progress from their starting points. Typically, the childminder supports children to develop skills that encourage independence and healthy habits. That said, at times, she does not follow this approach consistently. This means children do not always have opportunities to practise the skills needed to become independent.

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Curriculum and teaching Expected standard

The childminder promotes communication and language throughout the day. She models new vocabulary, asks questions that encourage children to think and gives them time to respond. For example, during a tooth-brushing activity she introduces words such as 'floss' and encourages children to talk about keeping their teeth healthy. During role play, the childminder joins children's play as they pretend to visit the doctor, introducing familiar language and extending conversations. This helps children develop their vocabulary, express their ideas and communicate with increasing confidence.

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Curriculum and teaching Expected standard

The childminder adapts teaching to meet children's individual needs, including those who may face barriers to learning. For example, she uses visual prompts to support children who are developing their communication skills and plans activities that reflect children's interests and next steps. This helps children participate in learning, develop new knowledge and skills, and make progress. Children enjoy learning when activities encourage them to explore, practise what they know and build on previous experiences.

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Inclusion Expected standard

The childminder creates an inclusive environment where children, including those who may face barriers to learning, and their families feel welcomed and valued. She gets to know children well and uses information from parents and other settings to understand their starting points, interests and individual needs. For example, she gathers information from children's previous settings and regularly reviews their progress. This helps her identify any emerging barriers to learning and provide support at an early stage, enabling children to make suitable progress from their starting points. The childminder has identified how she wishes to strengthen her knowledge and understanding of supporting children with special educational needs and/or disabilities and those who may face barriers to learning, so they consistently meet their milestones.

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Inclusion Expected standard

The childminder works in partnership with parents and other professionals to support children's learning and wellbeing. For example, she discusses children's development with parents, shares children's progress and encourages families to access additional support when needed. The childminder signposts families to services, such as children's centres and family hubs, so they can benefit from further help. This helps families access timely support and provides children with consistency between home and the setting.

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Inclusion Expected standard

The childminder adapts her approach to meet children's individual needs. For example, she uses visual prompts to support children who are not yet using words to communicate and sources resources in children's home languages where appropriate. She provides books that reflect children's backgrounds and experiences. This helps children communicate their needs, develop a sense of belonging and take part in the experiences the childminder provides.

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Leadership and governance Expected standard

The childminder has high expectations for children and regularly reflects on her practice to improve the quality of her provision. She identifies strengths and areas for development and takes action to improve her knowledge and skills. For example, she attends training to strengthen her communication strategies for children who use few or no words. This helps her provide appropriate support that meets children's needs and promotes their safety and development.

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Leadership and governance Expected standard

The childminder develops positive partnerships with parents, professionals and the wider community. For example, she shares information with parents about children's learning and development. She provides ideas to support learning at home and signposts families to early years services when additional support may be beneficial. She liaises with children's previous settings and other professionals to gather information about children's development and starting points. This helps ensure children receive consistent support and helps the childminder to identify and respond to children's needs at an early stage.

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Leadership and governance Expected standard

The childminder values professional learning and recognises the importance of continuing to develop her expertise. For example, she identifies the need to strengthen her knowledge of supporting children with special educational needs and/or disabilities and plans further training in this area. She also builds links within the local community through visits to parks, children's centres and training events. This helps children develop confidence in different social situations and supports the childminder to continue improving outcomes for children.

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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 arrive happily and are warmly welcomed into this friendly childminding setting. They quickly settle into familiar routines and enjoy warm, trusting relationships with the childminder. Children confidently choose what they would like to play with and happily

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Inspector:

Michelle Blake include the childminder in their games and conversations. They feel safe and valued because the childminder knows them well and responds to their interests and individual needs. The childminder works closely with parents to promote regular attendance. This helps children benefit from consistent routines, secure relationships and ongoing learning. Parents value the care and education their children receive and recognise the progress they make.

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Inspector:

Children enjoy a range of experiences that help them develop the knowledge and skills they need for their next stage of learning. For example, they help prepare breakfast, count objects during play and explore familiar experiences through role play, such as pretending to visit the doctor. They enjoy conversations with the childminder, ask questions and use new vocabulary as they play. Children develop confidence in communicating and become increasingly curious about the world around them. They enjoy opportunities to explore, create and practise new skills in an environment that reflects their interests.

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Inspector:

Children develop positive relationships and learn to share, take turns and show good manners. For example, they use sand timers to help them wait patiently, help tidy away after meals and develop increasing independence through everyday routines. They wash their hands, brush their teeth and learn about healthy lifestyles. At times, children need additional support to follow some routines that promote good hygiene. Overall, they benefit from consistent care that supports their emotional wellbeing, helps them feel secure and prepares them for their next stage of learning.

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Next steps

The childminder should continue to embed consistent routines and behaviour strategies to support ongoing consistency for all children, including children who may face barriers to learning.

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About this inspection

The inspector spoke with the childminder, 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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About this setting

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

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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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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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