Childminder

Childminder

Unique reference number (URN): 2784190 Registered with Ofsted: 07/10/2024 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

All children make expected progress from their individual starting points. Children develop increasing confidence in their communication and language, early mathematical understanding and independence. For example, children demonstrate their developing mathematical understanding through their ability to count during everyday experiences. They also develop their fine motor skills through practical activities, such as cutting fruit, which supports their growing independence and ability to manage everyday tasks.

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Achievement Expected standard

Learning builds on what children already know and can do, helping them develop the knowledge and skills they need for their next stage of learning. Children are prepared for the next stage of their learning, including starting school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm, nurturing environment where children feel safe, secure and valued. Well-established routines help children understand what is expected of them and develop confidence and independence in their daily experiences. For example, children confidently anticipate the childminder's clear expectations for washing their hands before meals and preparing for snack time.

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Behaviour, attitudes and establishing routines Expected standard

Warm, responsive interactions help children manage their emotions, while secure relationships encourage them to engage positively in their play and learning. The childminder adapts her approach to meet children's individual needs and provides opportunities for children to develop sharing, turn-taking and collaborative play through regular experiences with others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of regular attendance and works flexibly with parents to support children to attend regularly, including by offering flexibility around timings when families experience difficulties. This helps children benefit from consistent experiences and develop familiar routines that support their wellbeing and learning.

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Children's welfare and wellbeing Expected standard

The childminder creates a calm, nurturing environment where children feel safe, secure and valued. Well-established routines help children understand what is expected of them and develop confidence and independence in their daily experiences. For example, children confidently anticipate the childminder's clear expectations for washing their hands before meals and preparing for snack time.

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Children's welfare and wellbeing Expected standard

Warm, responsive interactions help children manage their emotions, while secure relationships encourage them to engage positively in their play and learning. The childminder adapts her approach to meet children's individual needs and provides opportunities for children to develop sharing, turn-taking and collaborative play through regular experiences with others. The childminder recognises the importance of regular attendance and works flexibly with parents to support children to attend regularly, including by offering flexibility around timings when families experience difficulties. This helps children benefit from consistent experiences and develop familiar routines that support their wellbeing and learning.

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Curriculum and teaching Expected standard

The childminder provides a broad curriculum that builds on children's interests through meaningful learning experiences across the areas of learning. She uses warm, responsive interactions to extend children's language, model new vocabulary and adapt activities to maintain children's engagement. For example, when a child pointed to a knife, she responded, 'It is a knife and we use it to cut the fruit,' before modelling how to use it safely. This extended the child's vocabulary while promoting independence and developing self- care skills.

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Curriculum and teaching Expected standard

She knows the children well and uses this knowledge to plan experiences that support individual next steps, while working in partnership with parents to provide consistency in learning. The childminder has ambitious intentions for children's learning. However, she does not always clearly identify what she expects children to learn from activities. As a result, she does not always identify what children have learned or use this to plan appropriate next steps.

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Inclusion Expected standard

The childminder knows children well and identifies emerging needs through ongoing observations and developmental checks. She works closely with parents to ensure children receive appropriate support and uses strategies such as modelling accurate language to promote communication and language development. For example, she consistently models accurate language when children speak, helping to extend their vocabulary and sentence structure.

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Inclusion Expected standard

The childminder provides an inclusive environment where children are valued and encouraged to participate in all aspects of the provision. She understands when additional support may be needed and works closely with parents to access appropriate support and advice. However, she does not yet consistently tailor strategies to address children's individual communication and language needs. As a result, children do not always receive support that is closely matched to their developing needs.

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Leadership and governance Expected standard

The childminder demonstrates a reflective approach to improving her practice and is committed to improving outcomes for children. She maintains mandatory training and actively seeks professional development opportunities to keep her knowledge and practice up to date. She uses professional discussion and reflection to evaluate and strengthen her practice. She accurately identifies the strengths of her provision and areas for improvement, including planning activities with clearer learning intentions and strengthening her knowledge of supporting children with special educational needs and/or disabilities. She is receptive to professional feedback and uses this to inform improvements to her practice. The childminder works closely with parents and provides regular updates about children's progress. This helps parents understand their children's development and supports consistency between home and the childminder's provision.

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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 enjoy a warm, nurturing environment where they feel safe, secure and valued. The childminder builds positive relationships with children and their families, helping children to

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Inspector:

Gary Pickett settle well and become familiar with daily routines. She knows children well and plans experiences that build on their interests while supporting their individual next steps. Warm, responsive interactions help children develop their communication, independence and self- confidence. For example, the childminder extends children's language by introducing new words during play and everyday experiences.

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Inspector:

Children are encouraged to make healthy choices, develop self-care skills and learn how to manage their emotions through clear expectations and positive guidance. Children confidently seek the childminder out during play and enjoy positive interactions that help them feel valued and included. They develop increasing independence through everyday experiences, such as preparing fruit, washing their hands and making healthy choices. The childminder promotes the importance of regular attendance and punctuality, helping children develop consistent routines that support their learning.

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Inspector:

Children make expected progress from their individual starting points. They develop skills through experiences that build on what they already know and can do. The childminder uses her knowledge of children to support their next steps and provide experiences that help them develop the knowledge and skills they need.

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Next steps

The childminder should plan individual activities with a clear learning intention so that children's learning and progress are more clearly identified, monitored and extended. The childminder should continue to develop her practice through reflection and professional development to better tailor provision for children with emerging needs and those with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with the childminder throughout the inspection, observed her interactions with a child and considered evidence relating to the quality of education, safeguarding and leadership.

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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 : 06:00 - 18:00

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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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