Childminder

Childminder

Unique reference number (URN): 2802951 Registered with Ofsted: 24/09/2024 Registers: EYR

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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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Inclusion Strong standard

The childminder promotes inclusion effectively and ensures that children feel valued and able to participate fully in all aspects of the provision. She adapts activities, routines and interactions to reflect children's individual interests, stages of development and learning needs. Sensory experiences and natural resources form part of everyday play, enabling children to explore, communicate and learn through meaningful experiences. The childminder monitors children's development through ongoing observation and uses what she knows about each child to support their participation and learning. She works closely with parents, discussing children's progress and next steps to help maintain continuity between home and the setting. She identifies and responds promptly to any barriers to children's learning and development, including where children may experience disadvantage. This enables children to develop confidence and participate fully in daily

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Inclusion Strong standard

The childminder demonstrates secure knowledge of supporting children with special educational needs and/or disabilities. She has accessed relevant training and understands how to identify emerging needs, access additional funding and work alongside parents and external professionals to help ensure children receive appropriate support. This demonstrates that she is well prepared to respond effectively to children's individual needs. The childminder helps children learn about the wider world through books, conversations and regular community experiences. As a result, children feel included, develop confidence and benefit from an environment where their individual needs are recognised and supported.

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Achievement Expected standard

Children make progress in their communication and language and show growing confidence in expressing themselves during play and everyday interactions. They join in with familiar stories, conversations and imaginative play, using words and short phrases to communicate their ideas and respond to what they hear. Children develop early mathematical understanding through regular opportunities to count, compare quantities and use mathematical language. They demonstrate growing confidence when exploring concepts, such as size, quantity and number, through familiar experiences.

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Achievement Expected standard

Children also develop physical skills through regular opportunities to be active indoors and outdoors. They confidently explore the environment, developing increasing coordination, control and enjoyment through practical experiences and community outings. Overall, children typically make good progress from their starting points, reflecting the childminder's generally effective understanding of their development and learning needs. She is well prepared to respond to children's individual needs, helping them make good progress. Children develop the knowledge, skills and attitudes needed for the next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes consistent daily routines that help children feel emotionally secure and understand what is expected. Daily routines, including snack time, outdoor play and quieter activities, provide structure and consistency throughout the day. These routines also provide opportunities for children to develop increasing independence. Children make choices about their play, help to tidy away resources and participate positively in familiar routines.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance and works closely with families to maintain consistency between home and the setting. This helps children feel secure and benefit from the experiences available each day. The childminder models calm and respectful interactions. She uses gentle guidance, praise and encouragement to help children understand expectations and develop positive relationships. During play and everyday routines, children are encouraged to share, take turns and show kindness towards others. Children respond positively to this approach and develop confidence in familiar routines and activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder adapts her interactions according to children's ages, stages of development and individual needs, helping them feel supported and emotionally secure. This helps ensure all children are included and participate confidently in daily routines and experiences. As a result, children behave well, enjoy their learning and demonstrate positive attitudes towards play and everyday experiences.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through calm, consistent routines and responsive care. The childminder takes time to understand children's individual needs, including sleep routines, and ensures that daily care practices help them feel safe and secure. She identifies and responds promptly to the needs of children who may face barriers to learning, helping to ensure they feel safe, secure and supported.

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Children's welfare and wellbeing Expected standard

Children benefit from clear routines that support hygiene, handwashing and safe eating. The childminder supervises children closely during mealtimes, helping them to develop appropriate habits. She works with parents to promote healthy food choices, supporting children's understanding of a balanced diet. The childminder promotes oral health through activities and resources, including opportunities for children to practise tooth brushing and learn about visiting the dentist. This helps children become familiar with routines that support their wellbeing.

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Children's welfare and wellbeing Expected standard

Children's privacy and dignity are respected during personal care routines. The childminder follows appropriate hygiene procedures and ensures that children feel comfortable and supported. Children also benefit from regular opportunities for physical activity, both indoors and outdoors. They enjoy active play and develop confidence in their movements through a range of physical experiences. Overall, children feel safe, comfortable and well cared for in an environment that supports their health and wellbeing.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that reflects children's interests, starting points and next steps in learning. She uses ongoing observation to understand what children know and can do, incorporating learning opportunities into everyday play and routines. The curriculum focuses on supporting communication and language, personal, social and emotional development, early mathematical understanding and independence through a broad range of meaningful experiences. She adapts the curriculum to meet children's individual needs so all children can participate fully in learning.

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Curriculum and teaching Expected standard

The childminder generally supports children's learning through a range of meaningful experiences that reflect their interests and stages of development. For example, children compare whether containers are 'full', 'empty', or hold 'more' or 'less' as they fill and empty the coloured rice during sensory play. During imaginative play, children confidently prepare pretend ice creams, count scoops and talk about familiar fruits. This develops their communication, imagination and early mathematical understanding. Children benefit from regular opportunities to explore indoors, outdoors and within the local community. They visit parks, libraries and playgroups alongside outdoor play and practical experiences. This helps children develop confidence, physical skills and an understanding of the world around them.

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Curriculum and teaching Expected standard

However, the childminder does not consistently extend children's thinking during interactions. Sometimes, she does not give children enough time to think and respond, which reduces opportunities for them to express their thoughts and ideas. The childminder does not consistently model language accurately. For example, when children use incorrect language, opportunities to model the correct vocabulary are sometimes missed. As a result, children do not consistently develop their vocabulary and communication skills.

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Leadership and governance Expected standard

The childminder leads the setting effectively and provides a well-organised and nurturing environment where children feel safe and secure. She reflects on her practice and considers how routines, activities and interactions support children's learning and wellbeing. This helps her continually develop the provision to meet children's individual needs. The childminder uses her knowledge of child development and ongoing observations to inform planning and identify children's next steps. She generally adapts experiences and interactions to reflect children's interests and stages of development. Ongoing professional development helps her maintain current knowledge and continue to strengthen her practice.

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Leadership and governance Expected standard

Parents speak positively about the childminder and describe the setting as caring and supportive. They report that their children are happy, settled and enjoy attending. Parents value the regular communication they receive about their children's care, learning and development. The childminder works closely with parents to promote consistency between home and the setting and understands how to seek advice and guidance from relevant agencies when required. Overall, the childminder provides a welcoming environment where children are supported to make progress and develop confidence in their learning.

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

Children are welcomed into a calm and nurturing home environment where they feel safe and secure. The childminder builds warm and caring relationships with children and responds sensitively to their individual needs. This helps children settle quickly, develop confidence and form secure attachments. Children benefit from consistent routines throughout the day, which help them understand what happens next and supports their emotional wellbeing. The childminder plays alongside children during activities and daily routines, offering reassurance, encouragement and opportunities to develop independence. Her calm and attentive approach helps children feel confident to make choices, explore resources and engage in play.

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

Children enjoy a broad range of meaningful activities that support their learning and development. They enthusiastically join in with stories, sensory experiences, imaginative play and practical activities. These experiences develop their communication, early mathematical understanding and curiosity through everyday experiences. Children confidently choose what they would like to play with and remain engaged as they explore and investigate independently.

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

Children benefit from regular opportunities to be active both indoors and outdoors. They enjoy exploring the garden, caring for plants, investigating water play and taking part in daily outings to local parks, libraries and playgroups, where they develop confidence, social skills and an understanding of the world around them. The childminder promotes regular attendance, which helps children settle into familiar routines and supports continuity in their learning and development. As a result, children are happy, settled and confident. They demonstrate positive attitudes towards play and learning, develop growing independence and enjoy the warm, nurturing relationships that help them thrive. The childminder supports children to overcome barriers to learning so they make good progress and develop the knowledge, skills and attitudes needed for the next stage in their learning.

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Next steps

The childminder should consistently allow children sufficient time to think and respond during activities, enabling them to express their own ideas and become more independent

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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Age range of children at the time of inspection

in their learning. The childminder should consistently model accurate vocabulary during everyday interactions and play to further support children's communication and language development.

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About this inspection

The inspector spoke with the childminder, and parents and carers 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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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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