Childminder

Childminder

Unique reference number (URN): 2807047 Registered with Ofsted: 13/01/2025 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 achieve well at the setting and make steady progress from their starting points, building age-appropriate knowledge and skills in line with their stage of development across all 7 areas of learning. They are developing secure communication and language skills. This helps them to build positive relationships with their peers. Younger children and those facing barriers to their learning are becoming increasingly curious and begin to explore more independently. Children look at the visual timetable the childminder has provided them with and remove the corresponding pictures and routines once activities have been completed. This helps children, especially those facing barriers to learning, to feel settled and emotionally secure in the environment.

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Achievement Expected standard

Children develop skills that support the next stage in their learning journey. They practise self-care skills, such as washing their hands before eating, and are beginning to understand boundaries and routines. As a result, children experience smooth transitions between different activities across the day and feel secure and ready to learn.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. The childminder has clear expectations of behaviour and reminds children sensitively of these when required. Incidents such as young children's exploration are directed suitably, such as rolling balls rather than throwing them indoors. Children are expected to treat each other with kindness and care. The childminder uses play opportunities to model this. For instance, when playing with dolls, she shows children how to hold them gently and with care. The childminder embeds these behaviours through praising children when she observes them showing consideration for their peers.

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Behaviour, attitudes and establishing routines Expected standard

Children form warm and trusting relationships with the childminder. They freely communicate that they want cuddles or to sit on her lap when needing reassurance, while at other times equally demonstrating confidence in their environment. Partnerships with parents are strong. The childminder is clear with them about the importance of regular attendance and the reasons why this is important.

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Behaviour, attitudes and establishing routines Expected standard

Children are learning to play collaboratively and take turns. The childminder models these skills and engages the youngest children to give the older ones opportunities to play without interruption. Children facing barriers to learning are offered their own spaces to regulate before joining the group when they are ready.

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Children's welfare and wellbeing Expected standard

Care practices are effective and meet children's individual needs. The childminder uses information provided by parents to follow familiar routines for sleeping, feeding and nappy changing whenever possible. She asks parents at drop-off if anything has changed in regard to this to keep her practice in line with what children receive at home. For example, she finds out about how children have slept or whether they have eaten breakfast. The childminder then makes suitable adjustments to her routine to meet the needs of each child, including those facing barriers to learning. For example, children are provided with their own personal toy to help them feel safe and secure. Children's welfare and wellbeing are prioritised.

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Children's welfare and wellbeing Expected standard

The childminder has created a clean, safe and welcoming space. Her regular hygiene practices, such as frequent handwashing, ensure that the personal needs of children of all ages are met appropriately. The childminder plans daily outdoor activities. These include visits to local parks and gardens. Children are made aware of healthy eating habits during mealtime discussions, and the childminder also provides information to parents.

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Children's welfare and wellbeing Expected standard

Children separate from parents with ease, with all settling into their day swiftly. Their independence skills are supported through the well-planned environment, which promotes children making choices about their play.

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Curriculum and teaching Expected standard

The childminder understands the quality of the curriculum and teaching that she provides. She is clear about what her intentions are to bring about future improvements. However, some plans are not actioned in a timely fashion. This means that there is not currently a swift, effective change in curriculum planning and teaching arrangements. This leads to a delay in further improvements to the provision and children's opportunities.

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Curriculum and teaching Expected standard

The childminder uses assessments to outline what children already know and what they need to learn next. Her curriculum is planned sequentially with a good understanding of what she wants children to learn and when. The childminder's aim for all children to become confident and independent learners is supported from an early age. Children know to remove their own shoes on arrival and to help tidy up resources.

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Curriculum and teaching Expected standard

All children, including those who face barriers to learning, experience equal access to the provision. However, the childminder does not provide opportunities for the children to gain an understanding of what makes them unique, for instance, celebrating the differing languages spoken at home.

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Curriculum and teaching Expected standard

The childminder supports early communication skills through narrating children's play and singing simple songs. Mathematical development is embedded in daily play. For example, children count and name shapes when making things from magnetic blocks.

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Inclusion Expected standard

The childminder is inclusive in her practice and ensures that her setting is suitable for children facing barriers to their learning. She identifies all children's individual needs, including those with special educational needs and/or disabilities, through close observations and frequent open discussions with parents. Information that parents share about children's routines and home experiences is used to support emotional security and reduce barriers to learning. For example, parents discuss their child's reactions to sensory experiences. This then helps the childminder to adapt her support and guide the children appropriately and effectively. Reasonable adjustments are in place to help children feel safe and included. The childminder works sensitively to respond to individual cues, offering support and reassurance when needed. For instance, when non-verbal children wish to communicate, she offers picture cards for them to express their wants and needs. However, at times,

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Inclusion Expected standard

children are not offered opportunities to celebrate their similarities and differences with their peers. This does not support their understanding of what makes them unique.

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Inclusion Expected standard

The childminder observes and assesses children's progress over time. Where emerging concerns are identified, she works with parents and other professionals, such as speech and language therapists, to support children effectively.

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Leadership and governance Expected standard

The childminder manages her setting effectively to ensure it runs smoothly day to day. She is reflective in her practice and generally understands her setting's context, strengths and areas for development. The childminder typically seeks advice and accesses training to support gaps in her knowledge and skills. This reflective approach generally helps her to make improvements that are purposeful for the children's needs. For instance, a course to support curiosity has helped children to take turns and listen more attentively. However, at times, the childminder does not access her outlined and intended professional development. This causes a delay in children receiving the best guidance and teaching at the most appropriate times to ensure children make consistently effective progress in all areas.

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Leadership and governance Expected standard

The childminder is dedicated to delivering an ambitious vision for her setting where all children achieve well. She is passionate about supporting children with special educational needs and/or disabilities or those facing other barriers to learning. The childminder endeavours to do her very best for these children through targeted support and working in unison with parents and other professionals. Parents value the support they receive and praise the childminder for the care that she provides.

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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 benefit from the warm and welcoming home-from-home environment the childminder provides. Children arrive happy and engage positively with her, exchanging smiles and caring cuddles. This indicates secure bonds are formed. Overall, the childminder plans an ambitious curriculum that supports children's current interests and stages of development. This allows children to move freely around the setting to explore activities that capture their interest. For instance, young children delight in playing with dolls and explore how to put items of clothing on them, building early fine motor skills. Older children build towers with blocks, receiving praise and gaining a sense of achievement. Children play comfortably alongside their peers and demonstrate a sense of belonging at the setting.

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

Children enjoy their learning and play by themselves, alongside others and with the childminder. They are confident to leave activities that they no longer want to engage with and know where to locate other additional activities. Children are learning to become more independent in their choices. Children who face barriers to their learning, including those with special educational needs and/or disabilities, are provided with additional resources and adapted activities to aid their ability to access all that is on offer. For instance, children who find communicating and transitioning challenging are offered 'now and next' boards to help them understand the order of daily activities in manageable time frames.

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

Children build positive relationships with their peers. They arrive pleased to see one another and talk fondly about children who attend on different days. They generally work collaboratively and share resources well with minimal support required from the childminder. For example, when cause-and-effect toys are popular, children pass them to their friends to

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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

have a turn. They often do this willingly or with just a gentle reminder from the childminder being required.

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Next steps

The childminder should extend opportunities further for children to learn about their similarities and differences to others, and what makes them unique. The childminder should implement her professional development intentions in a timely fashion to widen children's experiences and support their communication and language development further.

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About this inspection

The inspector spoke to the childminder 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. 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. 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 .

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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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