Childminder

Childminder

Unique reference number (URN): 2806654 Registered with Ofsted: 08/11/2024 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 and develop the key skills they need for their next stage of learning. They show increasing confidence in familiar routines and move between activities independently. Children make choices about where and how they play, showing growing independence and self-direction.

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Achievement Expected standard

Children develop their social skills as they learn to play alongside and with others. They take turns, share resources and begin to understand expectations. They show awareness of others and respond positively to guidance, which supports their emotional development. Children also develop their understanding of the world through exploring their environment and engaging in a range of experiences.

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Achievement Expected standard

Children develop communication skills as they begin to express their needs and preferences. They respond to familiar words and instructions and show understanding through their actions. Some children begin to use words and sounds to communicate, while others use gestures and expressions effectively. This supports their ability to interact with others and take part in daily routines. As a result, children are generally well prepared for the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and understand what is expected of them. The childminder recognises the importance of consistency between home and the setting. She works with parents and carers to support children's behaviour and development, ensuring approaches are aligned.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established clear and consistent routines, which help children to feel secure. Children follow daily routines with confidence. For example, when it is time to go outside all children, including the youngest collect their shoes independently and attempt to put them on. Older children manage this successfully on their own while younger children are helped by the childminder and her assistant.

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Behaviour, attitudes and establishing routines Expected standard

Relationships are warm and respectful, the childminder and her assistant model kindness in all their interactions. Children begin to manage their own behaviour and demonstrate understanding of expectations. For example, they show awareness of how to behave towards others and respond positively to reminders. Children play cooperatively, share resources and help one another, which supports their social development. Children show positive attitudes to learning. They are engaged, curious and willing to try new activities. The childminder adapts her approach to meet children's individual needs, ensuring all children can take part and succeed. This inclusive approach helps children to build confidence and resilience.

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Behaviour, attitudes and establishing routines Expected standard

Children attend regularly and are familiar with expectations, which supports their emotional security and engagement in learning. The childminder communicates effectively with parents to support children's participation and ensure continuity in their experiences.

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Children's welfare and wellbeing Expected standard

The childminder follows inclusive and thoughtful procedures for children's care. This supports children's individual needs and their physical and emotional health appropriately. The childminder adapts practice where needed, such as tailoring toilet training to children's individual needs and stages of development. All children are included. They benefit from their welfare being prioritised through caring and responsive relationships with the childminder and her assistant. Children feel secure and express their needs and feelings. The childminder knows children well. She notices their cues, for instance, when they are tired, hungry or are ready to move on to another activity.

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Children's welfare and wellbeing Expected standard

Mealtimes are sociable and support healthy lifestyles through nutritious snacks and discussion about healthy foods. Children follow appropriate hygiene routines and learn about handwashing and oral health through conversation and play. Physical activity is well promoted. Children have daily access to the garden, they attend local childminder groups and are frequent visitors to the local park. All of which support their health and wellbeing. The childminder also supports parents and carers to understand key messages around children's safety and welfare.

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Curriculum and teaching Expected standard

The childminder plans an ambitious curriculum and adapts experiences in response to children's interests, stages of development and emerging needs. She adapts learning to help children of differing ages and stages engage alongside one another. Younger children develop fine motor skills and vocabulary as they use glue sticks to select and stick pictures of their favourite foods on to paper. Older children sort foods into categories 'healthy' and 'not healthy'. They are guided to think about the impact the food they eat has on their bodies. This helps children to build healthy habits for the future.

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Curriculum and teaching Expected standard

The childminder and her assistant naturally weave mathematics into play and conversations. Older children are encouraged to count and use their fingers to show how many, while younger children explore shape sorters and repeat language modelled by the adult. The favourite shape of the day was the triangle! The childminder uses positional language such as 'under', 'above' and 'next to' while playing and interacting with the children. This helps children develop early mathematical understanding and problem-solving skills needed for their next stage of learning.

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Curriculum and teaching Expected standard

The childminder places a clear focus on promoting children's communication and language. She uses props effectively at singing and rhyme time to support children's listening and attention skills. Children develop a love of books taking their favourites to the childminder and her assistant to read. They listen attentively and join in with the familiar refrain for example 'I'll huff and I'll puff and I'll blow your house down'. However, the childminder does not yet consistently use every interaction they have with a child as an opportunity for teaching and learning.

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Inclusion Expected standard

The childminder creates an inclusive environment where children's individual needs are recognised and valued. She gathers detailed information from parents during settling-in sessions and uses this to adapt her care and environment to meet children's individual needs. The childminder continues to work closely with parents to identify and support children who may need additional help. She shares information and practical strategies to support children's learning and development at home. By continuing to build strong, trusting relationships with families, she can further strengthen her ability to signpost children and parents to appropriate support services and ensure they access timely help when needed.

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Inclusion Expected standard

Both the childminder and her assistant have considerable experience supporting children with special educational needs and/or disabilities and bring their knowledge and expertise to the setting. This ensures that any additional needs are identified swiftly and targeted planning and activities are put into place. Alongside this, the childminder uses universal strategies that support all children's development, such as modelling language and adapting interactions to encourage early speech. As a result, children develop confidence and begin to communicate more effectively.

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Inclusion Expected standard

The childminder has a secure understanding of local processes and support available, which strengthens her ability to respond if children's needs change. The childminder demonstrates a sound understanding of additional funding, such as early years pupil premium. Although she has not yet had children eligible for this, she understands how it could be used to enhance children's learning and development. For example, by providing additional resources or targeted support. This shows readiness to respond effectively to the needs of disadvantaged children.

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Leadership and governance Expected standard

The childminder reflects on her practice and identifies areas to further strengthen her provision. She ensures mandatory training remains up to date for herself and her assistant. Effective supervision arrangements support assistants' professional development, workload management and wellbeing. Regular discussions provide opportunities to review practice, manage expectations and identify any support or training needs.

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Leadership and governance Expected standard

The childminder has positive relationships with parents, which support continuity in children's care, learning and development. Parents value the communication they receive and the ideas shared to promote children's independence and wellbeing at home. However, signposting to wider support services is not yet fully embedded. As a result, families may not always be aware of the range of support available to them or know where to access timely help when needed.

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Leadership and governance Expected standard

The childminder understands the importance of continuous improvement. However, systems for evaluating the impact of teaching are not yet sharply focused enough on the quality of adult interactions and how these consistently support children to achieve their next steps in learning. As a result, opportunities to further enhance children's progress are not always fully identified or maximised. There are currently no children in receipt of additional funding. The childminder demonstrates a secure understanding of how funding could be used effectively to support children's individual needs, reduce barriers to learning and work collaboratively with parents and professionals to ensure appropriate support is provided.

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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 thrive in this setting, they are happy and settled with the childminder due to the close, trusting relationships that have been created. Children are safe and well cared for. They develop positive relationships with adults and their peers. Children confidently seek

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Inspector:

Sarah Roberts reassurance and support when needed, approaching the childminder for a cuddle or a favourite story. The childminder knows and understands each child's personality and preferences. Each child is recognised as an individual and is valued for their unique contributions.

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Inspector:

Children enjoy the variety of experiences on offer. The curriculum is designed to reflect children's interests and stages of development. Older children enjoy domestic role play and younger children explore a range of cause-and-effect toys with adults sensitively modelling and supporting turn-taking. Children enjoy daily access to the large garden where they enthusiastically ride scooters and play running and chasing games. Regular outings, such as childminder groups and visits to the park, broaden children's experiences and promote personal, social and emotional development. Children make new friendships, develop independence and learn about the wider world. This helps children to develop their sense of belonging and community.

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Inspector:

Children achieve generally well from their individual starting points and typically make appropriate progress. They develop the foundational knowledge and skills that they need to thrive in life. This helps children prepare for the next stage of their education. Attendance and punctuality are promoted through the clear systems in place and established parent and carer partnerships. This supports children in developing consistent routines, preparing them for school and beyond.

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Next steps

The childminder should continue to strengthen the quality of interactions to extend and promote children's communication and language development at every opportunity. The childminder should continue to strengthen parent partnerships so that information, guidance and support are shared consistently to further enhance children's learning, development and wellbeing.

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About this inspection

The inspector spoke with children, the childminder and their assistant 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 : 08:30 - 16:00

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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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