Childminder

Childminder

Unique reference number (URN): 2804038 Registered with Ofsted: 03/10/2024 Registers: EYR, CCR

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

The childminder sets high expectations for all children's behaviour and attitudes to learning. She acts as a positive role model and consistently uses a calm, gentle and nurturing approach. Children respond well to her clear guidance and understand what is expected of them. The childminder's consistent approach helps to create a harmonious environment where children feel safe, valued and confident to learn. As a result, children behave extremely well and show consideration for others.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder builds trusting relationships with all children. She knows them well and supports children's emotional development through her warm, responsive interactions. The childminder uses effective strategies, such as 'calm time', to help children manage their feelings. This enables children to develop positive relationships. Attendance is promoted very well. She works closely with families to establish positive habits for children's future success.

p.2

Behaviour, attitudes and establishing routines Strong standard

Routines are highly embedded in the childminder's daily practice. Children independently and confidently manage their own personal care needs. For example, they use the toilet, wash their hands and feed themselves at snack time. The childminder consistently encourages children to take responsibility for these tasks. As a result, children develop self- help skills in their own abilities.

p.2

Children's welfare and wellbeing Strong standard

The childminder has created a safe, welcoming and inclusive environment for all children. She consistently promotes children's independence and self-help skills. For example, children independently prepare for outdoor play by collecting their hats and water bottles. They know how to keep themselves safe in the sun and explain why they put their water bottles in the shade to keep them cool. This helps children to develop an awareness of their own health, safety and wellbeing.

p.2

Children's welfare and wellbeing Strong standard

The childminder promotes healthy lifestyles. She has embedded healthy eating with children and parents. Children choose from a selection of nutritious snacks such as bananas, apples, raisins and tomatoes. They practise their independence skills by preparing and slicing their own fruit. The childminder talks with children about healthy and unhealthy choices. For example, children comment that milk helps their bones and that tomatoes are healthy. The childminder uses mealtimes to model good manners. This helps children's physical skills and understanding of healthy food choices, and this develops positive habits for the future.

p.2

Children's welfare and wellbeing Strong standard

The childminder provides regular opportunities for children to explore their local community. Children enjoy visits to the park, library and other local places of interest. These experiences broaden their understanding of the world around them, spark their curiosity and help them make connections in their learning.

p.2

Achievement Expected standard

All children make progress across the 7 areas of learning from their individual starting points. They concentrate and persevere as they complete puzzles. Children use their hand- eye coordination and fine motor skills to carefully manipulate and fit pieces together. They work cooperatively with one another and share ideas through conversations as they play and learn. This supports children's growing communication skills as they learn to listen to others and take part in collaborative play.

p.3

Achievement Expected standard

Children develop a real interest in books and independently choose stories to look at and read. They confidently talk about pictures they see and retell familiar stories. Children learn to count in order and use numbers naturally in their play. For example, when they play in water, children count how many boats they can see. This helps to reinforce their counting skills and understanding of number. As a result, children make progress from their starting points and gain the skills they need for the next stage in their learning, including their eventual move to school.

p.3

Curriculum and teaching Expected standard

Typically, the childminder has an ambitious, well-sequenced curriculum that covers the 7 areas of learning. She plans carefully for children's interests and next steps. The childminder uses ongoing assessment to shape children's individual learning. She has developed a language-rich approach that forms part of her curriculum. The childminder draws on high- quality books and stories to ignite children's curiosity. For example, when sharing books, she engages children through questioning, models vocabulary and repeats sentences clearly to support understanding. However, the childminder has yet to consistently embed these high- quality interactions to support children in making even more progress in their learning.

p.3

Curriculum and teaching Expected standard

The childminder supports children's personal, social and emotional development. She provides regular opportunities for children, including those who face barriers to their learning and/or wellbeing, to talk about their feelings and emotions. This helps children to develop confidence and self-awareness. The childminder encourages all children to develop their independence through self-care routines, such as washing their hands and managing their personal needs.

p.3

Curriculum and teaching Expected standard

The childminder skilfully weaves in opportunities to develop children's mathematical understanding during their play and learning. For example, she promotes problem-solving and early mathematics by asking questions such as, 'How many shells would you have if you add one more?' This encourages children to count, calculate and develop their understanding of number concepts, reinforcing early mathematics.

p.3

Inclusion Expected standard

The childminder has typically created an inclusive culture at this setting. She understands how to identify and meet all children's emerging individual needs. The childminder works closely with parents to ensure children receive the right support. She seeks advice from other professionals, including the early years local authority team, to tailor support for children effectively. Through this responsive approach, the childminder typically reduces barriers to children's learning.

p.3

Inclusion Expected standard

Overall, the childminder demonstrates an understanding of how early years pupil premium funding can be used to help develop children's learning and development. She explains how she would allocate this funding. For example, through accessing targeted training, purchasing resources and providing additional support. The childminder also explains the impact she would expect to see and how she would monitor the support in place. In addition, the childminder ensures next steps for children are precisely targeted through ongoing assessment.

p.4

Leadership and governance Expected standard

The childminder places children and families at the heart of her practice. She reflects on the quality of her provision and has a clear understanding of its strengths and areas for further development. For example, the childminder has plans to further promote children's enjoyment of books by introducing story bags for families to share at home. This contributes to her commitment in supporting children's learning beyond the setting.

p.4

Leadership and governance Expected standard

The childminder values professional development and is keen to improve her knowledge and skills. She recognises and understands that developing her expertise will help her refine and sustain improvements in her provision. However, this aspect of her professional learning is not yet fully embedded in day-to-day practice.

p.4

Leadership and governance Expected standard

Parent partnerships are highly effective. Parents speak very positively about the childminder and the care she provides. They describe the setting as warm, safe and nurturing, where children feel valued. Parents report that their children have made progress since starting at the setting, particularly in their learning and development, behaviour and self-confidence.

p.4

Leadership and governance Expected standard

The childminder supports children's transitions effectively and works closely with parents and other professionals to ensure continuity in care and education. She shares relevant information with settings and schools. As a result, children are supported in their move to other settings, including their eventual transition to school.

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

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

Children are greeted warmly into this home-from-home setting. This enables children to feel secure from the moment they arrive. They confidently choose their play and settle quickly to engage in learning. Children have developed secure attachments with the childminder and approach her with ease. They seek comfort and support when needed. For example, when they need help with their shoes. These positive, trusting relationships help children feel valued and promote a sense of belonging.

p.5

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

All children have developed a real love for books and eagerly choose their favourite stories at storytime, such as a book about an octopus. They talk about the pictures and confidently recall their favourite parts, showing engagement and understanding. This helps to build children's enjoyment of reading. Children enjoy being outdoors and engage enthusiastically in imaginative play. They make 'potions' using different coloured water and talk confidently about mixing colours. For example, when they combine red and yellow, children delight and say, 'It has made orange!' Children enjoy singing songs and rhymes. They select rhymes from a bag and sing with excitement, using changing voices, such as a robot or a quiet voice. Children join in using actions and dance as they sing rhymes, such as 'Humpty Dumpty' and 'Old McDonald had a Farm'. This helps children to develop their communication and language skills.

p.5

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

Children build warm relationships with their friends. They are consistently kind, respectful and play cooperatively with one another. For example, they share toys, use their manners and look out for each other. This helps children develop their social skills as they learn and play together. The childminder promotes regular attendance with parents and carers to

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.6

Facts and figures used on inspection

establish positive routines. She contacts families promptly when children are late, reinforcing the importance of attendance.

p.6

Next steps

The childminder should consistently embed her high-quality interactions for all children to help them make even more progress. The childminder should strengthen professional learning opportunities to enhance teaching practice even further.

p.6

About this inspection

The inspector spoke with the childminder, parents and children 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. This data was available to the inspector at the time of the inspection.

p.6

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.7

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.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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. 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.7

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