Childminder

Childminder

Unique reference number (URN): 2776359 Registered with Ofsted: 21/08/2024 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

Children's welfare and wellbeing Strong standard

The childminder very successfully places children's welfare and wellbeing at the centre of her practice. She knows children's care routines, comfort needs and emotional needs well. Children have secure relationships with her. They seek reassurance when they need comfort or help, and she responds with warmth, patience and sensitivity.

p.2

Children's welfare and wellbeing Strong standard

Children gain significant benefit from well-established routines that promote health, independence and emotional security. They wash their hands, use the toilet or potty, feed themselves, clear plates, help recycle and tidy away. The childminder manages toileting and personal care with dignity and privacy. She supports children to understand healthy routines, such as drinking water, eating a varied diet, getting changed when needed and resting when they are tired.

p.2

Children's welfare and wellbeing Strong standard

Mealtime and rest routines are safe and organised well. The childminder supervises children closely while they eat and provides healthy meals and snacks. She carefully considers how to care for children during hot weather. For example, children use sun cream, hats, shade and accessible drinking water. The childminder follows safe sleep routines so children can rest safely and comfortably. Positive relationships and good communication with parents help children settle, manage changes in routine and receive consistent care.

p.2

Inclusion Strong standard

The childminder very successfully identifies children's individual needs early and responds quickly when they need extra support. She knows children's starting points, interests, family context and emotional needs well. This helps her adapt routines and experiences, so children join in confidently.

p.2

Inclusion Strong standard

The childminder reduces barriers linked to children's confidence, communication and emotional security. She works closely with parents and uses advice from other professionals when needed. The childminder uses books about emotions, familiar routines, trusted adults and careful preparation to help children feel secure when they meet new people or visit new places. She knows what can make children anxious and changes her approach to help them feel safe. This helps children feel safe, communicate their needs more clearly and build confidence in wider social situations.

p.2

Inclusion Strong standard

The childminder balances children's different ages, stages, interests and attendance patterns well. She repeats and adapts activities across different days, so children have equal access to outings, music, playgroup, books, outdoor learning and focused home activities. The childminder uses children's interests, such as animals, books, puzzles and outdoor play, to make learning accessible and meaningful. She also broadens experiences for children who prefer familiar activities, so they develop confidence in other areas.

p.2

Inclusion Strong standard

Children, including those who may face barriers to learning or wellbeing, progress well from their starting points. Children learn about similarities and differences between people in the

p.2

Expected standard

local community and the wider world through everyday conversations, festivals, food experiences and diverse resources. This helps them feel included, respected and valued.

p.3

Achievement Expected standard

Children make steady progress from their starting points. They develop communication and language through frequent conversation, books, songs, stories, role play and real-life experiences. Children remember previous visits and routines and use this knowledge in play and conversation. They learn to express their thoughts, needs and feelings with confidence.

p.3

Achievement Expected standard

Children develop early mathematics, physical skills and independence through practical activities and everyday routines. They explore number, size and quantity as they pour water, use tubes, complete puzzles and count in real-life situations. These experiences help children build coordination, confidence and independence. They also develop self-care skills as they use the toilet or potty, feed themselves and help clear away after meals.

p.3

Achievement Expected standard

All children, including those who may face barriers to learning or wellbeing, are able to take part in activities and develop in confidence. They progress well from their starting points and learn the communication, social and practical skills they need for the next stage of their learning.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children respond well to the childminder's calm and consistent routines. They know what usually happens next and move between play, meals, toileting and rest with reassurance and support. The childminder uses clear, simple language to help children understand expectations. This helps them feel secure and ready to join in.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children have warm relationships with the childminder. They confidently ask for help and respond well to praise, encouragement and gentle reminders. The childminder supports children to share, wait, take turns and play alongside each other. For example, she encourages children to wait for each other, do things together and play side by side when they want the same resources.

p.3

Behaviour, attitudes and establishing routines Expected standard

Typically, the childminder takes account of children's ages, stages and individual needs when supporting behaviour. She helps children recognise feelings, recover from frustration and return to play. The childminder gently corrects behaviour when needed and uses routines to build independence, such as tidying up, washing hands and getting ready for rest. She works with parents, so children's routines and attendance patterns are understood. This supports children to develop positive habits for future learning.

p.3

Curriculum and teaching Expected standard

The childminder successfully teaches children through their interests, daily routines, planned outings and play. She helps children learn about the world around them and how to take part in everyday life. The childminder spends time talking with children, helping them play with others, and supporting their physical skills and independence. She uses what children can already do to decide what to help them learn next. Overall, the childminder offers a broad and interesting curriculum. However, activities are not always planned precisely to build on children's learning in a sequenced manner.

p.4

Curriculum and teaching Expected standard

Children learn from real experiences and then return to these ideas through play, stories and conversation. For example, visits in the local community help children learn about familiar places, people who help them, food, transport and daily routines. The childminder builds on these visits through books, pretend play, songs and discussion. This helps children remember what they have done and talk about what they know.

p.4

Curriculum and teaching Expected standard

The childminder supports children's language well. She talks to them as they play, introduces new words and asks questions that help them remember what they have done before. The childminder encourages children to think about what might happen next, notice what is the same or different, and solve simple problems. Children also learn early mathematics through everyday play, such as pouring, filling, counting and comparing.

p.4

Curriculum and teaching Expected standard

The childminder has thought carefully about how children learn best and has made helpful changes. She now balances outings with more time learning through play at her home. This gives children time to practise new skills, return to things they have learned before and build on what they know. She is continuing to make clearer links between activities, so children's learning builds over time.

p.4

Leadership and governance Expected standard

The childminder has clear aims for her provision. She continually reflects on her practice and considers how to improve children's experiences. For example, she accurately identifies children's welfare, close relationships and parent partnership as strengths. She also recognises that curriculum organisation needs further refinement, so children's learning builds more clearly over time.

p.4

Leadership and governance Expected standard

The childminder makes decisions in children's best interests. She plans to develop the garden, has started to increase the time children spend learning through play at her home and is continuing to refine the balance between outings and time in the setting. This is aimed at helping children benefit from wider experiences and from more time to explore learning in the setting. The childminder also repeats and adapts activities so children with different attendance patterns have equal access. Parent partnership is a clear strength. The childminder makes effective use of information shared by parents to support children's routines, confidence and learning. Parents receive regular updates and describe communication as highly effective.

p.4

Leadership and governance Expected standard

Professional development is relevant and beginning to influence the childminder's daily practice. She uses training about how young children learn and manage their feelings to support children's calm breathing and emotional regulation. The childminder also uses safeguarding, food hygiene, child development and training relating to the care and development of 2-year-old children to inform her practice.

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 experience a calm and nurturing childminding setting. They settle quickly into familiar routines and show that they feel safe and secure. Children form close relationships with the childminder. They confidently seek her out for help, comfort and reassurance. The

p.5

Inspector:

childminder knows children's interests, routines, communication and emotional needs well. This helps children feel included and valued.

p.6

Inspector:

Children learn through familiar routines, play and outings that help them understand the world around them. Looking at books and singing songs help to promote their language. Children also enjoy exploring in the garden, moving to music and engaging in role play. These experiences help them develop their physical coordination and imagination. Regular outings, such as visits to farms, the fire station and places in the local community, help children learn about people, places and the wider world. The childminder revisits these experiences through stories, conversations and play, so children remember what they have done and begin to use new words.

p.6

Inspector:

Children develop communication, independence and early mathematical understanding through everyday play and routines. The childminder models language and asks questions that encourage children to think. As children pour water, use tubes, complete puzzles and count in real-life situations, they explore ideas such as size, capacity, speed, number and position. They also build useful self-care skills, including using the toilet or potty, feeding themselves and helping to clear away after meals.

p.6

Inspector:

Children who need extra reassurance are supported sensitively. Familiar routines, books about emotions, careful preparation and calm responses help children manage new situations and build confidence. Children learn to share, wait, take turns and recover from frustration. They benefit from healthy food, safe sleep routines and warm, attentive care. Close partnership with parents helps children feel secure and understood. The childminder uses information from parents to adapt routines, follow children's interests and support their confidence in new situations. She is continuing to strengthen how she organises these rich experiences, so children build knowledge over time.

p.6

Next steps

The childminder should further enhance the sequencing of activities that make up the curriculum, so children's learning is more clearly sustained and built on over time.

p.6

About this inspection

The inspector spoke with the childminder 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. Sharon Kamel

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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