Childminder

Childminder

Unique reference number (URN): 2795627 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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Achievement Expected standard

Children make steady progress from their starting points in communication and language, physical development and personal, social and emotional development. They are happy, settled and confident. They build secure attachments with the childminder. Children show curiosity in their play. They are developing the skills they need for their next stage of learning.

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Achievement Expected standard

Children develop their own play and use imagination. For instance, they create food for others during role play and engage in imaginative scenarios. They are developing friendships and show increasing interest in playing alongside and with each other. Children communicate with confidence. They use language to express their needs, ideas and interests. Children who face barriers to their learning, particularly in communication and language, make suitable progress over time and are increasingly able to engage with others.

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Achievement Expected standard

Children generally behave well and cooperate with others. They are beginning to develop an awareness of emotions and use purposeful resources to help them express how they feel. They are developing independence in daily routines and gaining confidence in managing aspects of their self-care. However, opportunities for children to apply their mathematical knowledge and skills in everyday play are not consistently embedded. This limits their developing mathematical understanding.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder provides clear and consistent routines and expectations that support children's behaviour and attitudes to learning. Daily routines, such as tidy-up time, mealtimes and putting away shoes when coming in from outside, are well embedded. This helps children to feel secure and understand what is expected of them. Overall, children respond positively to familiar routines within a calm and nurturing environment. Attendance expectations are communicated clearly to parents, supporting consistency and continuity in children's learning and care.

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Behaviour, attitudes and establishing routines Expected standard

Children build secure relationships with the childminder and each other. They generally behave well. They are beginning to share and take turns with support. Children show enjoyment in their play and are motivated to engage, particularly when following their own interests. This supports involvement in activities. They are beginning to recognise and express emotions. For instance, they use sensory shaker bottles to communicate how they feel and to help them self-regulate.

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Behaviour, attitudes and establishing routines Expected standard

Children generally demonstrate positive attitudes to learning. They are curious, explore their environment and engage confidently in a range of experiences. At times, children's engagement varies depending on the nature of the activity, although they continue to respond well to encouragement and support from the childminder.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's welfare and wellbeing through consistent care and secure routines. She provides a calm and nurturing environment. She knows children well and provides responsive care that supports their emotional security and sense of belonging. Children are welcomed warmly and settle quickly into familiar routines. This supports their confidence and emotional stability. Children's welfare and wellbeing are effectively supported through daily care routines, such as mealtimes and sleep arrangements. Sleep routines are managed safely and in line with children's needs. This supports rest and comfort throughout the day. The childminder follows parents' guidance regarding care practices. She ensures children are well supervised and supported during activities.

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Children's welfare and wellbeing Expected standard

Children's health is promoted through routines, such as oral hygiene routines. Children take part in activities such as brushing a toy hippopotamus's teeth and listening to stories featuring familiar characters. This supports their understanding of healthy practices in an engaging and age-appropriate way. Children's emotional development is supported through targeted approaches that help them begin to recognise and express their feelings. The childminder uses resources such as emotion shakers and discussions during play to support children to identify how they feel. Additionally, stories are used to further facilitate their understanding.

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Children's welfare and wellbeing Expected standard

Children benefit from experiences in the local community, including visits to the library and parks. These experiences support their sense of belonging beyond the setting and help them to engage confidently in wider social environments. During these trips, children learn about keeping safe, such as road safety. Children learn about kindness and care for living things. For instance, they feed ducks at the local pond. This supports them to understand care and consideration.

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Children's welfare and wellbeing Expected standard

Children, including those who face barriers to their learning, are supported in an inclusive environment where their individual needs are recognised and met. The childminder adapts her care and interactions to ensure all children can participate fully and feel secure within the setting.

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Curriculum and teaching Expected standard

The childminder has clear curriculum intentions. She plans a range of experiences that support children's learning and development across the areas of learning. She evaluates her practice well and reflects on whether activities achieve their intended learning outcomes. Children benefit from a balance of adult-led and child-initiated experiences. They are encouraged to follow their own interests. This helps them to remain engaged and motivated.

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Curriculum and teaching Expected standard

Teaching is responsive and supports children's communication, physical development and independence. The childminder uses modelling, questioning and narration to extend children's vocabulary and encourage discussion.

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Curriculum and teaching Expected standard

Children engage in a range of well-chosen experiences that support exploration and learning across the curriculum. They explore water, sand and soil, for instance, collecting and transporting water, mixing different coloured water together, and combining soil and water to make mud. These experiences support curiosity, problem-solving and early scientific thinking. Children also develop physical skills through activities such as threading, outdoor play and action songs, such as 'Sleeping Bunnies'. This supports coordination, balance and movement.

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Curriculum and teaching Expected standard

The curriculum is inclusive and supports all children, including those who face barriers to their learning, to make progress from their starting points. The childminder knows children well and adapts her interactions to meet their individual needs, helping them to develop confidence and participate fully in play and routines. However, the curriculum is less effective in promoting children's mathematical development. Opportunities to build on children's understanding of early mathematical concepts, including counting, quantity and mathematical language during everyday play and routines, are not used consistently.

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Inclusion Expected standard

Children, including those who face barriers to their learning, are welcomed into a caring and inclusive environment. This helps them to feel valued and included in daily routines and play. The childminder knows children well. She uses information gathered from parents and her own observations to identify children's starting points and plan for their next steps in learning. Children with emerging communication and language needs make progress over time. The childminder uses strategies, such as visual resources, picture cards and adult modelling, to encourage children to communicate, interact with others and express their needs and feelings.

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Inclusion Expected standard

The childminder works in partnership with parents. She shares information about children's care and development and discusses emerging concerns. She adapts routines and practice to support children's individual needs, including promoting emotional wellbeing through consistent routines and resources that help children begin to recognise and express their emotions. This helps children, including those who face barriers to their learning, to develop confidence, independence and a sense of belonging.

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Inclusion Expected standard

The childminder recognises emerging communication and language needs. She understands the importance of supporting children with special educational needs and/or disabilities. She has identified further training to strengthen her knowledge and practice. However, she does not consistently engage with other professionals to support early identification and intervention. Consequently, children with emerging needs do not always access specialist support as promptly as possible.

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Leadership and governance Expected standard

The childminder regularly evaluates her practice. She is committed to improving the quality of care and education she provides. She identifies strengths in her provision and areas for development to strengthen outcomes for children. Policies and procedures are shared with parents from the outset. This helps them to understand the setting's expectations, particularly related to attendance. Positive partnerships with parents support the regular sharing of information about children's care, learning and development.

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Leadership and governance Expected standard

The childminder maintains positive links within the local community. Children benefit from opportunities to meet and play with other children through local stay-and-play sessions and informal social groups. Furthermore, the childminder works collaboratively with other local childminders. This helps to share practice and broaden children's experiences.

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Leadership and governance Expected standard

The childminder has completed mandatory training and keeps her knowledge up to date. However, professional development is not yet consistently focused on developing her knowledge and skills in supporting children with special educational needs and/or disabilities. This means that children with emerging needs may not always receive the most targeted support to help them develop their knowledge and skills.

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Leadership and governance Expected standard

The childminder knows children well and identifies emerging needs through ongoing observations and discussions with parents. However, she does not consistently work with other professionals to support early identification and intervention. As a result, children with emerging needs may not always access specialist support as promptly as possible. In addition, the mathematics curriculum does not consistently support children to build on their existing knowledge and skills. This means children do not always develop their mathematical understanding as well as they could.

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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 are happy, settled and form secure attachments with the childminder. They are welcomed warmly and quickly engage in familiar routines and play, which helps them feel safe and secure. Children seek comfort and reassurance when needed and respond positively to calm, consistent care.

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

Children develop positive relationships with the childminder and each other. They generally behave well, cooperate and are beginning to share and take turns with support. Children are learning to recognise and express emotions in simple ways, for example using emotion resources to show how they feel. They respond well to familiar routines such as tidy-up time and mealtimes, which help them understand expectations and provide structure to their day.

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

Children enjoy a broad range of play experiences that support curiosity and engagement. They independently explore water, sand and natural materials, for example transporting water, mixing coloured water and combining soil and water to make mud. Children follow their interests during play, such as searching for buried treasure in sand, supporting motivation and sustained engagement.

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

Children develop independence through daily routines. They wash and dry their hands and clean their faces after mealtimes with growing confidence. These routines support children in managing their own personal needs and developing self-help skills.

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

Children with emerging communication and language needs make steady progress over time. They increasingly use language to interact with adults and peers and to support their play, supported through adult modelling and interaction.

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

Children develop physical skills through outdoor play, adult-led activities and movement- based experiences such as action songs. These opportunities support coordination, balance and control.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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About this setting

Local authority: Hampshire Children are cared for in a safe and nurturing environment where the childminder demonstrates a secure understanding of safeguarding, allergies and care routines, including sleep arrangements. This helps children feel secure and emotionally safe.

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Next steps

The childminder should strengthen engagement with other professionals to ensure timely referrals and access to specialist support where emerging needs are identified. The childminder should strengthen the mathematics curriculum to ensure consistent progression in children's mathematical development. The childminder should strengthen knowledge and understanding of supporting children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke to the childminder, parents 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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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. 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

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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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