Childminder

Childminder

Unique reference number (URN): 2798348 Registered with Ofsted: 08/10/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Children build warm, trusting and positive relationships within the setting, which helps them feel secure and ready to learn. They respond well to praise and encouragement, showing pride in their attempts and achievements. As a result, children's confidence grows, and they all benefit from tailored reassurance and consistent routines that help them engage fully.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive attitudes as they explore a calm and purposeful learning environment. Well-established routines enable them to move between activities with ease, showing confidence and independence. Children are supported through step-by-step guidance, helping them manage transitions successfully and participate alongside their peers.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children show consistently respectful and considerate behaviour. They understand routines and boundaries, which helps them cooperate well with others and manage their feelings effectively. Their manners are developing impressively. For example, children respond politely at snack time, saying 'Yes, please' when offered more food.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children adapt confidently as their needs change. They benefit from the flexibility and responsiveness of the environment, which helps them attend regularly and feel secure throughout the day. Children, who may face barriers to learning, are particularly well supported, with adjustments made promptly to ensure that they remain settled, included and able to thrive.

p.2

Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are given the highest priority. They form warm, secure attachments with the childminder, who responds to their needs with genuine sensitivity and care. Even the smallest changes in children's emotions are recognised and addressed promptly. A quiet, calming space is available for children who need time to rest, regulate or reset.

p.2

Children's welfare and wellbeing Strong standard

Children are taught about consent in an age-appropriate way and understand that they can ask for a cuddle when they want comfort or reassurance. All areas of the setting are maintained to a high standard. The environment is consistently safe, clean and well organised, helping children feel protected, valued and confident to join play and learning with enthusiasm.

p.2

Children's welfare and wellbeing Strong standard

Children benefit from daily access to outdoor play, as well as enriching experiences such as visits to the library and local gardens. These opportunities are used thoughtfully to support children's physical development, curiosity and confidence in the wider world. Children's physical health is promoted through well-established, embedded routines. Healthy food choices are encouraged and shared with parents. Children wash their hands independently and have their faces wiped after eating as part of positive, respectful care routines. They are learning to blow their noses and put the tissues in the bin. Their privacy is maintained during all aspects of personal care, supporting dignity and trust.

p.2

Expected standard

A personalised approach is maintained as the needs of children and families evolve. The needs of children, including those with special educational needs and/or disabilities, are identified and responded to without delay. The childminder works closely with other settings that older children may attend, ensuring a sense of continuity and consistency across their care and learning.

p.3

Achievement Expected standard

Children make steady progress from their starting points. Younger children become increasingly curious and engaged, exploring toys independently, responding to familiar words and beginning to anticipate daily routines. As they settle, children gain confidence to move around the environment, watch others and gradually join in with play alongside their peers. Whooshing down the slide, or enjoying the movement of the swing supports their growing physical development. Their personal and social development increases as they wait patiently for their turn.

p.3

Achievement Expected standard

Children develop early skills that support their next stage of learning. They practise self-care through routines, such as feeding and toileting, showing improving coordination and independence. Children's growing emotional security supports their willingness to try new experiences, sustain attention and interact positively with others.

p.3

Achievement Expected standard

Children that have experienced barriers, including speech and language delay, make steady progress. Overall, children develop the foundational skills they need for future learning.

p.3

Curriculum and teaching Expected standard

The childminder's curriculum offers children a broad range of experiences across all areas of learning. She would adapt the curriculum to meet the needs of children with special educational needs and/or disabilities. The childminder uses ongoing assessment to check what children know and can do to inform teaching. Overall, children make typical progress from their starting points and are prepared for their next stage of learning.

p.3

Curriculum and teaching Expected standard

Personal, social and emotional development are central to the childminder's curriculum. Children form strong bonds with the childminder and the staff. They show confidence as they explore their learning environment. They are becoming increasingly independent in their self-care.

p.3

Curriculum and teaching Expected standard

The childminder and her staff support children's language development well. They are building good communication skills. They introduce new vocabulary while children play, encouraging them to use kind and respectful words to each other. She talks with them about their interests and their lives outside of the setting. The childminder asks children questions to extend their thinking and understanding. When children show an interest in letters, the childminder seizes the opportunity to introduce them to letters of their name. Mathematical knowledge is promoted naturally through play. Children explore number, shapes, counting, size and engage in simple problem-solving. For example, the childminder supports children to count the days of the week and to explore shapes during focused activities.

p.3

Inclusion Expected standard

Children's individual ages, likes, needs and home lives are carefully considered by the staff, who support them at the setting. The childminder makes sure that all staff are alert to any issues affecting children in their lives outside of the setting, where necessary, in order to support the children and their families. Staff carefully plan activities to support those who may face barriers to their learning or wellbeing. For example, a key aspect of this setting is to have some time outside. The childminder is aware that not all children have access to a garden and understand the importance of being outside to a child's wellbeing.

p.4

Inclusion Expected standard

Staff work closely parents and outside agencies, as required, to ensure that all children have the best care. They ensure that children have a positive experience and that their heritage and cultures are recognised and celebrated, through for example, singing Caribbean songs, eating the food or wearing the national dress. Children are well supported, and they enjoy their play and learning.

p.4

Inclusion Expected standard

The childminder has a clear plan for how they would support any children with special educational needs and/or disabilities who may attend. They are keen to ensure they are included in all activities and that their individual needs are planned for. However, staff working at the setting, are less confident on how they would do this.

p.4

Leadership and governance Expected standard

The childminder has accessed a range of training to improve her practice. She has sharpened her focus on how children learn and how she can facilitate their progress. Following training on how to develop children's communication and language skills, the childminder has observed children to expand their vocabulary and engage in more back- and-forth communication. The childminder's curriculum is typically appropriate for the children in attendance. The childminder's supervision of her staff is not sufficiently focused on developing their practice further. She recognises that she and her staff can access other professional development opportunities to embed their knowledge and provide consistently strong practice in all areas of learning within the early years foundation stage.

p.4

Leadership and governance Expected standard

The childminder creates a family atmosphere with the team and staff say that they are valued and listened to. Their workload and wellbeing are well considered.

p.4

Leadership and governance Expected standard

The childminder works in partnership with parents to ensure children settle quickly and form positive relationships. She shares information on what children have learned and how to further their learning more at home. For example, the childminder shares which nursery rhymes children particularly enjoy at the setting. Parents comment that they continue this learning at home to build on children's early language skills. They notice their children are more confident interacting with others since attending the setting.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children show they feel safe, happy and settled at the setting. They enter with big smiles and are eager to play. Children know the morning routine really well and act out the song 'The wheels on the bus'. They already know what comes next in the song. The childminder and her staff prepare the environment to match all children's interests for when they arrive. For example, children show motivation to build and knock down building blocks. Staff ensure these are ready and they play alongside them, children anticipate when the blocks will fall, and they squeal with delight when they do. All children are learning to express themselves confidently, and staff model language for the children to copy and repeat. Both children and their parents talk about their dental health, and children are keen to demonstrate their teeth brushing techniques while enjoying the story about a visit to the dentist. This supports their oral health which is a key concern within

p.5

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

the local authority, and adds to their understanding of healthy lifestyles and overall wellbeing.

p.6

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

All children enjoy warm and nurturing relationships with the childminder, other staff and each other. All the adults know the children really well so that they can build on what children know and need to learn next. Children engage in experiences that motivate them to learn. The childminder introduces opportunities for younger children to practise and strengthen their hand–eye coordination. She recognises that this is a transferable skill that can support how these children use cutlery and feed themselves. For example, children play in the water tray outside. Staff model how to pour water from one container to another. The children are curious and copy. They hold up a sieve and watch in awe at the water flowing through it. The childminder extends children's interests in water further and shows them how to water the plants and the tomatoes that they are growing. Even the younger children persevere and

p.6

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

practise their pouring skills independently.

p.6

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

Children of all ages show positive attitudes to learning. They build independence and confidence and are prepared well for their next stage of education. Leaders promote regular attendance and recognise its importance for children's learning and wellbeing. They monitor patterns of absence and work with parents and carers to provide timely support to help children attend consistently.

p.6

Next steps

The childminder should explore a wider range of professional development opportunities that are sharply focused on raising the quality of education to a higher level. The childminder should implement more-direct supervision for assistants to develop their understanding of current early years practice and ensure that all the required training is undertaken.

p.6

About this inspection

The inspector spoke with the childminder, children and parents during the inspection.

p.6

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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8