Mundy, Michelle

Childminder

Unique reference number (URN): 2780974 Registered with Ofsted: 03/04/2024 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

Overall, children make steady progress from their starting points and develop the knowledge and skills they need for the next stage of learning. They confidently express their ideas, make choices and engage purposefully in activities. Children develop increasing resilience and perseverance as they tackle new challenges and take pride in their achievements. For example, they strengthen their fine motor control and hand muscles as they successfully thread pasta, proudly announcing, 'I did it'.

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Achievement Expected standard

Children develop secure communication and language skills as they listen attentively to familiar stories, recall key words and confidently complete familiar phrases. They eagerly join in using props and repetition, demonstrating growing confidence in speaking and remembering previous learning. Children also develop early mathematical knowledge as they recognise colours, sort objects and identify numbers during planned activities. These experiences help children gain the confidence, knowledge and skills they need to continue their learning successfully, including when they move on to other early years settings.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to learning and are eager to participate in the experiences provided. They settle quickly on arrival and confidently separate from their carers, including the youngest children. Children are keen to explore the environment, make choices about their play and express their ideas and preferences. The childminder creates a welcoming atmosphere where children feel secure and motivated to learn. She celebrates children's efforts through praise, encouragement and meaningful interactions, helping to build their confidence and self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

Children play together and develop friendships. The childminder models kindness and supports children to understand the feelings of others. She provides children with language, such as 'Stop, I don't like it', helping them to communicate their needs and manage minor disagreements appropriately. Children learn to respect resources and understand expectations for caring for toys and equipment.

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Behaviour, attitudes and establishing routines Expected standard

Consistent routines and positive guidance help children understand boundaries and develop the self-regulation skills they need to manage their behaviour appropriately. The childminder encourages all children to help tidy away resources before moving on to the next activity. Children are familiar with the use of the sand timer to support taking turns and sharing; older children use it when reminded by the childminder when they want to play with a favourite resource. Children listen attentively during activities and stories, developing their concentration and engagement. The childminder recognises that children learn in different ways. For example, she provides opportunities for active physical play before more-focused activities, helping children to engage successfully and maintain their attention.

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Children's welfare and wellbeing Expected standard

The childminder builds warm and trusting relationships with children. They confidently talk to her, seek support and invite her to join their play. Her nurturing approach helps children feel safe and secure. Parents speak highly of the care she provides and value the regular communication about their children's learning and development. They share children often talk about their day at home, reflecting the enjoyment they have with the childminder.

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Children's welfare and wellbeing Expected standard

Overall, children's health and wellbeing are promoted effectively. The childminder works with parents to encourage healthy eating and the importance of making healthy choices. Children follow hygiene routines and explain why they need clean hands before eating, confidently explaining germs can be on their hands. However, opportunities to further promote independence are not fully maximised, as children are not consistently encouraged to wash their hands for themselves. Personal-care routines are managed sensitively and respectfully, helping to strengthen relationships and support learning. The childminder responds well to children's individual needs. For example, she explains to older children why younger children may be teething. She follows safe-sleep arrangements, including the use of cots and sleep mats, to support children's safety and wellbeing.

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Children's welfare and wellbeing Expected standard

Daily opportunities to be physically active and explore the local community help children develop their social skills and understanding of the wider world. Although children do not currently have access to a garden due to home renovations, they visit parks and local groups each day. The childminder encourages children to persevere, supporting their emotional resilience. Overall, the childminder promotes independence well. There are opportunities to further promote self-care skills, such as encouraging children to take greater responsibility for routines such as washing their own hands before snack time.

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Curriculum and teaching Expected standard

The childminder carefully plans the curriculum to reflect the varying ages and stages of development of the children in her care. She focuses on developing children's social skills and preparing them for their next phase of learning. She knows the children well and uses their interests to plan a broad range of experiences, including regular outings within the local and wider community. Children learn about wildlife through visits to parks and builds on these experiences within their ongoing learning.

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Curriculum and teaching Expected standard

Children enthusiastically participate in physical activities to develop their core strength, balance and co-ordination. They hop like kangaroos, slither like snakes and balance like flamingos. The childminder encourages children to challenge themselves, celebrates their achievements and builds their confidence. Children take pride in their accomplishments, such as crawling through a tunnel independently for the first time.

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Curriculum and teaching Expected standard

The childminder responds to children's interests and uses effective questioning, discussion and familiar experiences to help children make connections in their learning. For example, children confidently recalled their previous learning about the life cycle of a butterfly and know vocabulary such as 'cocoon'. She regularly reads favourite stories, including 'Dear Zoo', to support children's communication and language development. However, occasionally, the childminder does not model precise words to support younger children's language development. The childminder provides a range of opportunities for children to develop their early mathematical skills through counting, matching and sorting activities. Younger children explore concepts such as 'empty' and 'full' through sensory play, while older children recognise numbers and practise counting.

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Inclusion Expected standard

The childminder is committed to providing an inclusive environment where children are valued, supported and encouraged to achieve their potential. She works closely with parents from the beginning to gain an understanding of each child's background, interests, experiences and individual needs. A gentle and nurturing settling in process helps children and families to feel secure and supports children to develop a sense of belonging.

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Inclusion Expected standard

The childminder has high expectations for all children, including those who may face barriers to learning. She knows the children well and uses observations of their play to identify what they can do. This helps to recognise areas where they may need further support. She monitors children's development and shares information with parents. This helps to build a shared understanding of children's next steps for learning. The childminder works with parents to support learning at home and knows the importance of seeking additional advice when children are not making expected progress.

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Inclusion Expected standard

The childminder is committed to continually developing her professional knowledge to support children with special educational needs and/or disabilities. She reflects on her practice and seeks opportunities to strengthen her expertise so that all children receive the support they need to thrive.

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Leadership and governance Expected standard

The childminder provides children with a safe, welcoming environment where they can play and learn confidently. She is committed to providing high-quality care and learning experiences. During the ongoing renovation of the garage to create a dedicated space for children, she has adapted the environment effectively to ensure children continue to access a broad curriculum that covers all areas of learning. Parents speak positively about the childminder's professionalism, warmth and communication. They value the daily opportunities to discuss their children's day and development. The childminder works in partnership with parents to support children's individual needs, including sleep routines and toilet training.

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Leadership and governance Expected standard

The childminder identifies and responds appropriately to children's emerging needs. For example, she shares her observations with parents sensitively and understands when additional support from external agencies may be required. She uses observations and assessments to monitor children's development and identify where children may need further support. Parents share that their children enjoy attending and often talk about their experiences at the setting.

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Leadership and governance Expected standard

The childminder evaluates her practice and uses professional learning to improve children's experiences. She reflects on her learning and uses it to make informed changes. For example, training on oral health increased her awareness of the sugar content in some foods, helping her to make healthier choices 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 happy, confident and ready to start their day in the care of this welcoming childminder. They separate from their carers with ease and quickly settle into play. Children show they feel safe, secure as they confidently explore the environment and engage in

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Inspector:

Verrity Simons activities. They join in a wide range of experiences, independently selecting resources and using their imagination as they play. They enjoy playing with zoo animals, trucks and toy telephones. The childminder joins in with their play. Children share their ideas and respond positively to encouragement and praise.

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Inspector:

Children make steady progress across all areas of learning and development. Younger children develop their physical skills to crawl confidently towards activities of their choice and cruise around furniture to explore their surroundings. Children develop their concentration and their hand muscles through activities such, as threading, scooping, filling and emptying containers using a range of tools and utensils. The childminder encourages children's thinking and language skills by helping them to remember earlier learning. For example, children enjoy looking through binoculars and pretending to search for birds. Daily outings within the local community and wider area broaden children's experiences. As they explore different environments, they gain meaningful understanding of the world around them. This also supports building children's confidence and independence as they visit play parks, use climbing equipment and slides, and take part in play sessions with other children.

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Inspector:

Children build positive relationships as they play. Older children show kindness towards younger children and notice their achievements. With support from the childminder, children learn to manage their feelings, take turns and share resources. Children navigate their day with confidence, knowing what is expected of them.

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Next steps

The childminder should consider developing the use of precise language and vocabulary during interactions to further support children's communication and language development, particularly for younger children and those learning new words. The childminder should consider increasing opportunities for children, to extend their independence skills by offering greater challenge within activities and encouraging them to take more responsibility for everyday self-care routines.

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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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About this setting

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

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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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