Gardiner, Charlotte Julia

Childminder

Unique reference number (URN): EY265173 Registered with Ofsted: 02/09/2003 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, including those who face barriers to their learning make suitable progress from their individual starting points. They develop the knowledge, skills and confidence needed for the next stage of learning. They build secure relationships with the childminder and each other. This helps them to feel confident, settled and ready to engage in learning and play.

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Achievement Expected standard

Children develop increasing independence and self-care skills through everyday routines. For instance, they manage their belongings, wash their hands before meals and make choices during play and mealtimes. Children show positive attitudes to learning as they independently select resources, develop their own play ideas and engage in imaginative play. For example, children create their own play scenarios with construction and small- world resources and confidently involve others in their ideas.

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Achievement Expected standard

Children develop communication skills through interactions, play and experiences in the wider community. They learn to cooperate, share resources and respond positively to requests. Children, including those who face barriers to their learning, make progress through appropriate support that reflects their individual needs. Children develop knowledge and skills across the areas of learning through practical experiences. For instance, they investigate changes in the natural world during ice and water play, develop problem-solving skills as they explore how to use resources in different ways, and build their understanding of the wider world through visits to places, such as the library, parks and the local community.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established some routines and expectations that support children to understand what is expected of them. Children are calm, settled and comfortable in the setting. They respond well to the consistent approach used by the childminder, which helps them develop positive behaviours and increasing independence. Children, develop positive relationships with the childminder and each other. They play cooperatively, share resources and respond appropriately to requests. For instance, during outings, children follow safety expectations by staying close, holding onto the pushchair and listening to instructions. Within the setting, children understand familiar routines, such as washing their hands before meals and putting on shoes for outdoor play.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children including those who face barriers to their learning demonstrate positive attitudes. They confidently choose resources, follow their own interests and become involved in activities that engage them. They enjoy exploring new experiences. At times, they develop the ability to stay focused and engaged in learning. The childminder has appropriate systems in place to monitor attendance. She tracks children's attendance, shares expectations with parents and follows up on occasions of unexplained absences.

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Behaviour, attitudes and establishing routines Expected standard

The childminder uses an inclusive approach to behaviour and routines. She recognises when children need additional support to understand expectations. She uses consistent reassurance, explanations and reminders to help children respond positively. This supports children to develop self-regulation and positive interactions with others.

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Children's welfare and wellbeing Expected standard

The childminder prioritises all children's welfare and wellbeing through care practices and appropriate routines. She understands children's individual health and wellbeing needs and ensures these are considered when organising daily care. This includes supporting children to follow hygiene procedures, protecting them from the sun while outdoors and preparing appropriate sleep arrangements should children require rest.

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Children's welfare and wellbeing Expected standard

Children are supported to develop their emotional wellbeing. They learn strategies to manage their feelings. The childminder uses general emotional regulation stories, sensory resources and physical activities to help children recognise, express and regulate their emotions. This supports children to develop self-awareness and feel secure within the setting. Children's physical health is promoted through regular opportunities for fresh air, exercise and active play. Outings to local parks and community spaces support children's coordination, balance and muscle strength, while encouraging enjoyment of physical activity.

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Children's welfare and wellbeing Expected standard

Children develop an understanding of healthy lifestyles through meaningful experiences. They grow, harvest and eat fresh produce, such as tomatoes grown from seeds and fruit picked from the garden. Visits to local markets allow children to select fruit and vegetables, helping them understand where food comes from. The childminder encourages children to try a variety of foods and provides fruit alongside food from home. However, she does not consistently promote children's understanding of healthy choices at mealtimes or provide parents with consistent messages about healthy eating.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that reflects children's interests, experiences and developmental needs. She uses observations, assessments and discussions with parents to identify children's starting points and plan experiences that support their learning. Children benefit from a broad range of experiences that encourage curiosity, exploration and independence, including opportunities to investigate the natural world and develop their understanding through practical experiences.

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Curriculum and teaching Expected standard

Children, including those who face barriers to their learning, engage positively in activities that build on their interests. For example, during ice and water play, children explored changes in materials, investigated how ice melts and used a range of resources to develop their own ideas. The childminder supported children's communication by modelling vocabulary and encouraging discussion. During a farm small-world activity, children independently selected resources and created their own play scenarios. The childminder supported children to identify familiar animals and introduced related vocabulary.

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Curriculum and teaching Expected standard

The childminder knows children well and adapts experiences to support their individual needs. However, she does not consistently ensure all children benefit from teaching interactions. At times, she focuses on children who are most engaged and does not always involve, support and challenge all children during activities. As a result, children do not consistently benefit from interactions that extend their learning and support deeper understanding. Communication with parents about children's progress and next steps is not always clear enough to enable them to contribute fully to children's ongoing learning and development.

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Inclusion Expected standard

The childminder identifies children's individual needs through discussions with parents, observations and ongoing assessment. She uses this information to plan support that helps reduce barriers to children's learning and wellbeing. Children who face barriers to learning, including those who need support with their confidence and communication, receive appropriate support. The childminder works with parents and external agencies, such as health visitors and speech and language professionals. This helps to ensure children receive support at the earliest opportunity. Furthermore, she incorporates appropriate resources, such as sensory equipment, to help children feel safe, secure and included.

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Inclusion Expected standard

The childminder has an appropriate understanding of supporting children with special educational needs and/or disabilities and those who are disadvantaged, including children who are, or have previously been, known to children's social care. She promotes an inclusive environment where children are welcomed and supported to take part in experiences. However, she does not consistently ensure that all children benefit equally from teaching interactions that extend their learning and deepen their understanding.

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Leadership and governance Expected standard

The childminder demonstrates a commitment to supporting children's individual needs, including those who face barriers to their learning. She understands her responsibilities as a provider and has appropriate arrangements in place to support the safe and effective running of the setting. The childminder reflects on her practice and seeks to develop her knowledge. She engages in professional learning, such as special educational needs and/or disabilities training to strengthen her understanding of how to support children's development. She considers advice from external agencies. Additionally, she shares practice with other childminders.

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Leadership and governance Expected standard

The childminder builds positive relationships with parents. They speak positively about the care provided and the progress children make. She works collaboratively with families and professionals to support children's development and help children prepare for their move on to school. Children benefit from opportunities to engage with their local community, such as through visits to elderly residents. Although the childminder evaluates and reflects on her practice, she does not fully identify all aspects of her practice to raise the quality of teaching and learning to the highest levels.

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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, including those who face barriers to their learning are happy, settled and enjoy their time with the childminder. They swiftly settle into familiar routines. This demonstrates that they feel safe and secure through the warm relationships they have with the childminder. Children confidently communicate their needs, make independent choices in their play and follow daily routines. For instance, washing their hands before meals and walking safely on outings. Children behave well and learn to play alongside others. This helps them to develop positive social skills.

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About this setting

Children enjoy exploring resources that reflect their interests and curiosity. They independently select toys, use their imagination during play and take part in practical experiences that help them learn about the world around them. Frequent trips to places in the local community, such as the library, parks and a residential care home, help children develop confidence, communication skills and an understanding of the wider world.

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About this setting

Children make suitable progress from their starting points. They develop increasing confidence, independence and communication skills through experiences that build on what they already know and can do. Children who need additional support, including those developing their confidence and communication, are well supported. The childminder works with parents and other professionals so that these children are included and continue to make progress. Children thrive at the setting. Their health, safety and wellbeing are promoted effectively. They enjoy daily opportunities to be active outdoors. They learn about caring for living things and follow healthy routines that support their wellbeing. As a result, children develop the knowledge, skills and confidence they need for the next stage in their learning.

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Next steps

The childminder should ensure all children are consistently included in learning opportunities, with teaching interactions that extend their learning and support deeper understanding. The childminder should strengthen approaches to support children and parents to understand healthy lifestyles, linked to healthy food choices. The childminder should strengthen communication with parents to ensure they are aware of children's progress, next steps and how they can support development.

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About this inspection

The inspector spoke to the childminder 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. Unique reference number (URN): EY265173

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:30 - 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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