Childminder

Childminder

Unique reference number (URN): 2794126 Registered with Ofsted: 12/07/2024 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 generally make steady progress in their learning from their starting points. They typically leave the provision ready for the next stage in their development. Children are confident communicators. They confidently express their ideas, For instance, they ask questions and show curiosity as they play. Children are confident, as they explore the environment and choose where they want to play. They hunt for flags while counting, which supports their early number skills in a meaningful context. Children also compare quantities and use language, such as 'more and less' as they water plants outside.

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Achievement Expected standard

Children develop their physical skills well, showing increasing strength and coordination. For instance, they climb ladders, push themselves along on ride-on cars, and use the slide with growing confidence. Children also develop their independence through familiar routines. For example, they wash their hands before snack and help tidy away toys. Older children share some toys or help their peers find equipment outside, this demonstrates their social interactions. However, there are times where children require more support to help extend their learning during play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works with parents to encourage regular attendance, which helps children to feel settled. Children typically benefit from a calm and welcoming environment. The childminder builds warm, respectful relationships, which help children feel secure and develop confidence. The routines are generally understood by children. For example, children wash their hands before snack and tidy away resources independently. The childminder helps children to develop their independence. For instance, children learn how to put on their own shoes and jackets before playing outside.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is generally a positive role model. She typically interacts with children in a thoughtful way. Children feel confident to share their ideas with the childminder, who listens attentively and responds positively to them. During group time, children choose stories, which typically supports their sense of involvement and decision-making. Children show curiosity and typically remain engaged in activities. For example, young children practise how to hit a ball using a bat and persevere as they develop this skill.

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Behaviour, attitudes and establishing routines Expected standard

On occasion, children take resources off one another, or they go to bite a peer. The childminder intervenes quickly and asks children to stop and to say sorry, which children comply with. However, the childminder does not consistently support them to understand their own feelings or how their actions impact on others.

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Children's welfare and wellbeing Expected standard

A real strength of the childminder's provision is the warm, secure relationships she builds with children. She creates a calm, homely environment where children are settled. Children confidently seek comfort and reassurance from the childminder when needed, as they play. The childminder generally establishes familiar routines, such as mealtimes and sleep times, and supports children sensitively through transitions. This helps children understand what will happen next and promotes their emotional security.

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Children's welfare and wellbeing Expected standard

The childminder typically supports children to learn how to keep themselves safe. For example, she asks children to wait for her before going down the slide and they check that the slide is clear. During personal care routines, including nappy changing, the childminder maintains children's privacy and dignity. Children benefit from regular outdoor play, where they develop physical skills and learn about healthy lifestyles, such as growing fruit and vegetables.

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Children's welfare and wellbeing Expected standard

The childminder does not consistently apply effective hygiene practices after meals, which does not help reduce the risk of germs spreading. For instance, she uses the same towel to clean children's faces, hands and the table. In addition, some children are not supported to understand how their actions affect others.

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Curriculum and teaching Expected standard

The childminder has sound knowledge of how children learn. She provides a curriculum that covers all areas of learning and that generally builds on what children know and can do over time. The childminder has clear intentions for children, which helps prepare them for their next stage, including school. There is a key focus on promoting children's independence. For example, young children are encouraged to complete tasks for themselves, such as putting on their outdoor shoes and attending to their own self-care.

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Curriculum and teaching Expected standard

The childminder typically plans a range of interesting experiences, that builds on children's curiosity. However, at times, planned activities are not sharply focused on children's individual next steps. For instance, on occasion, children are able to achieve the aims for learning activities with confidence and independence. The childminder does not then support children to extend on their knowledge and skills further as they play.

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Curriculum and teaching Expected standard

The childminder generally supports children's communication and early literacy through shared story times. Children listen attentively and join in with familiar words and phrases. She also promotes early mathematical development through everyday play. For example, she introduces counting during bat and ball games and uses mathematical language such as 'big and small'.

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Inclusion Expected standard

The childminder typically supports all children to access the learning environment and activities. She carries out regular observations and ongoing assessments to help monitor children's development. The childminder generally uses this information to identify any gaps, emerging needs or barriers children may face. For example, when she identifies children need additional support with their gross motor development, she takes them to local groups and outdoors to practise climbing, balancing and running. These actions help children build their physical skills and reduce barriers to their development.

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Inclusion Expected standard

The childminder completes the statutory progress check for children aged between 2 and 3 years. These assessments help her track children's development and plan appropriate next steps. Where needed, the childminder seeks advice and makes referrals to other professionals. This helps to ensure children receive the early help they require.

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Inclusion Expected standard

The childminder generally adapts activities and provides children with the support they require. For instance, she uses simple instructions and reassurance where needed, to enable all children to take part. There are currently no children on roll who receive early years pupil premium. However, the childminder has secure knowledge of how to use any additional funding she may receive, in the future. For example, to buy specific resources and/or equipment or to provide targeted experiences to further support children's development.

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Leadership and governance Expected standard

The childminder demonstrates a positive approach to providing a welcoming and inclusive environment where all children can learn and develop. She generally manages her own wellbeing and workload by meeting weekly with other childminders, where they share ideas and experiences to support their practice.

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Leadership and governance Expected standard

The childminder maintains the required policies, procedures, and records to support the safe and effective running of her provision. She typically reflects on her practice and identifies some areas for development through ongoing self-evaluation. For example, she has attended training on nutrition and plans to access further training to strengthen her knowledge across other areas of the curriculum. However, the childminder does not consistently monitor the use of planned activities, to help ensure they fully promote children's learning.

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Leadership and governance Expected standard

The childminder generally works positively with other professionals and settings. For instance, she gathers and shares information about the children, which helps give them the continuity they require in their learning and care. Parents speak positively about the provision and describe the childminder as organised and supportive. They report that their children are happy and enjoy attending. The childminder communicates regularly with parents sharing information about children's experiences and development. This helps to support consistency between home and the provision.

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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 experience a calm and nurturing environment where they feel emotionally secure and well cared for. They eagerly invite the childminder to join their games, happily hiding under the table for her to find them during hide-and-seek. The childminder knows the children well and adapts interactions and support for children to meet their individual needs and interests. As a result, children typically settle quickly and engage in play and learning. The curriculum is flexible and reflects each child's interests and development. This helps children to make continued progress in their learning.

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Inspector:

Children usually respond to clear age-appropriate expectations. They generally cooperate with one another. For instance, some children share resources and follow guidance, such as to say sorry. Older children independently find an extra bat and ball so others can join their game, showing their consideration for others. Daily routines typically help children understand what is happening now and next, such as when it is time to eat or sleep. The childminder provides a suitable range of play-based experiences, including regular outdoor play and visits to local groups, where children develop physical skills such as running, climbing, and balancing. In the garden, children practise these skills further and build their coordination and physical confidence. These opportunities support children's overall development and wellbeing.

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Inspector:

Children develop their curiosity. For example, they eagerly fill watering cans and water plants and vegetables they have planted. Children begin to understand the cause and effect as they observe how their actions help plants grow. The childminder uses commentary to introduce new vocabulary and to support children's developing language and understanding. For example, as children carefully pour water into the soil, the childminder explains that the soil absorbs the water to help the plants grow. Children develop their independence through everyday routines. For example, they find and attempt to put on their own shoes before going outside. As a result, children generally make steady progress, particularly in their confidence, communication, and independence.

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Next steps

The childminder must maintain effective hygiene practice to help promote children's health and remove germs, specifically around mealtimes. The childminder should support children to understand their own feelings and learn how their actions impact on others. The childminder should help children to further extend their knowledge and skills as they play.

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About this inspection

The inspector spoke with the childminder 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Lucy Oliver

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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