Childminder

Childminder

Unique reference number (URN): 2797101 Registered with Ofsted: 08/08/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for all children's behaviour. She teaches children how to share, help others and be kind. For example, as very young children bathe dolls she shows them how to share the wash cloths and how important it is to be gentle with real babies. Children independently make good choices to help their friends which contributes to a harmonious environment where children thrive.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes warm and nurturing relationships with the children in her care. When children find things difficult they seek cuddles, reassurance and encouragement from their childminder. She provides these in abundance and ensures every child feels secure, cherished and special.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has thoroughly consistent embedded routines. Children anticipate changes in activities and demonstrate consistently positive behaviour as they help to tidy up, set the table and get themselves ready to go outdoors.

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Behaviour, attitudes and establishing routines Strong standard

The childminder takes a positive and proactive approach to attendance. She works empathetically with families to identify and overcome barriers to attending. She ensures parents understand the benefits of establishing and maintaining routines. This helps all children, including those with barriers to their learning, fully benefit from the learning opportunities available.

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Children's welfare and wellbeing Strong standard

The childminder is highly responsive when she recognises children may need additional support. The open communication she establishes with parents means information about barriers to children's learning or wellbeing is shared very effectively. For example, the childminder closely supports parents to establish positive routines by offering guidance on a wide range of issues such as safe sleep, weaning and digital safety.

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Children's welfare and wellbeing Strong standard

The childminder encourages children to take appropriate risks and meet challenges in their learning. Children learn to balance as they explore the outdoor space at forest school and balance on beams during indoor play. The childminder promotes children's ability to understand how to help keep themselves safe. She teaches children about road safety on daily walks and outings.

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Children's welfare and wellbeing Strong standard

The childminder supports children to make healthy choices for their physical health. She helps children overcome barriers to healthy eating such as aversions to trying different fruits and vegetables. For example, children enjoy visiting a forest school to see how their food is grown. She shows children how to slice strawberries, blend smoothies and make ice lollies from yoghurt and fruit. She ensures children and their families understand the importance of oral health and helps them to establish routines for brushing and choosing healthy drinks such as water or milk. As a result, children develop secure habits that support their physical health, emotional wellbeing and long-term healthy lifestyles.

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Inclusion Strong standard

The childminder swiftly identifies any barriers to learning. She records accurate and informative assessments to share with parents and other professionals. She works closely with other agencies and implements their advice about how to reduce barriers to learning for all children. For example, the childminder provides activities sharply focused on children's individual needs and provides learning experiences at various heights to meet the needs of children who cannot yet stand. Her unwavering support for children and their families ensures children receive the best support possible precisely when it is needed and that children from all backgrounds have equal opportunities to succeed.

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Inclusion Strong standard

The childminder has a clear understanding of how to support all children to make progress, including those who are disadvantaged or known to social care. She works closely with families to identify any needs for support and personalises the support she provides. On entry, she finds out about the activities children do with their families and the places they visit. She uses this information to identify the range of experiences children need to enhance the curriculum. The childminder presents information in ways that are easy for all parents to understand and this support enables children's learning and development to continue at home.

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Achievement Expected standard

The childminder ensures all children have a secure foundation in the prime areas of learning. She encourages children to communicate clearly, offers ample opportunities for physical development and ensures all children feel secure and confident as they learn to socialise. Children enjoy their learning and show pride in their achievements. They are keen to show their new skills and insist on doing the tasks they have mastered independently. This gives children the solid base they need for further learning.

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Achievement Expected standard

Children typically make effective progress from their individual starting points, including those who are disadvantaged and children with special educational needs and/or disabilities. The childminder works closely with children's families to determine the areas children need support the most and ensures children have the essential skills they need. For example, when children are reluctant to try new things, such as putting their feet in the sand, the childminder's gentle and supportive approach builds their confidence. This promotes a love of learning through exploration.

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Curriculum and teaching Expected standard

The childminder has a clear vision of the curriculum she wants to provide. She prioritises the skills children need to be confident, independent and resilient as they move on to pre-school or school. She delivers this through real-life experiences, daily routines and activities in the community. For example, when a ride-on car gets stuck in a hole, she encourages children to think about what they need to do to solve the problem, keep trying and ask for the help they need.

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Curriculum and teaching Expected standard

The childminder's curriculum for physical development is effective. Children have ample opportunities to run, jump and balance as they play in the garden and enjoy outings. The childminder promotes children's dexterity and strengthens hand muscles as they squeeze dough and pick up pom-poms using tweezers.

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Curriculum and teaching Expected standard

The childminder knows the children she cares for well and understands that all children have different starting points. She demonstrates an understanding of what she wants children to learn next building on their prior learning. The childminder does not always identify the most effective ways to teach children how to reach their next steps in learning. For example, the childminder does not consider how to teach mathematical concepts, such as quantities through the activities she plans for individual children. This does not support children to excel in their learning.

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Leadership and governance Expected standard

The childminder places children's best interests at the centre of all decisions she makes. She adapts the learning environment, curriculum, policies and procedures to meet the individual needs of the children in her care. She values professional learning and regularly undertakes training to strengthen her knowledge and expertise. For example, she recently completed sign language training to enhance her support for children who may experience barriers to communication, enabling them to participate fully in learning and daily routines.

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Leadership and governance Expected standard

However, the childminder does not yet have sufficiently effective systems to evaluate her practice. As a result, priorities for improvement are not sharply focused on the aspects of teaching and curriculum delivery that would have the greatest impact on children's learning and development. For example, she has not fully evaluated how her teaching strategies influence the effectiveness of the curriculum or children's progress.

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Leadership and governance Expected standard

Engagement with parents and families is a particular strength of the setting. Communication is open, regular and purposeful, enabling parents and the childminder to work together to provide consistent support between home and the setting. The childminder actively seeks parents' views and responds promptly to their feedback. She understands the challenges individual families may face and works closely with them to reduce barriers to children's learning and development. These highly effective partnerships ensure support remains responsive to children's changing needs and contribute positively to children's education, care and wellbeing.

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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 smiling as they anticipate the fun they will have with their friends and their nurturing childminder. They enjoy close bonds with the childminder and each other which helps them to feel safe, secure and a sense of belonging. Each child is treated as an individual. Their strengths and characters are appreciated and their development is supported. For example, the childminder praises young children as they pull themselves up to stand, celebrates when they share and tells children how clever they are for learning ballet.

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About this setting

Children are given the time they need to explore new resources and their environments. They are given choices in what they want to do next and the childminder follows what they are interested in. Children show imagination as they bathe and dress dolls before putting them to bed. They mimic the tender care the childminder gives them as they rock the doll cradle and make soothing noises.

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About this setting

Parents enjoy the friendly exchanges of information about their child's learning and care at the beginning and end of each day. The childminder works collaboratively with families to support children's all round learning and development. For example, she helps parents understand their child's progress and supports them to access specialist help when needed. Children are encouraged to attend regularly through the welcoming environment, positive relationships and enjoyable experiences that help them feel valued, settled and eager to join in each day.

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About this setting

Typically, all children enjoy their learning and make good progress from their starting points. They communicate with confidence throughout the day talking about the dough they want to play with next and cheerfully waving goodbye to parents. The childminder enhances her curriculum through a wide range of experiences outside of the setting. Children develop new skills and knowledge as they visit local singing groups, parks or the beach. Children behave positively. They learn how to be kind and appreciate people who are different to them when they meet with other groups of children at playgroups and a forest school.

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Next steps

The childminder should consider the most effective teaching strategies to employ, in order to support children to excel in their learning.

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About this inspection

The inspector spoke with children, the childminder 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. Unique reference number (URN): 2797101

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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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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