Childminder

Childminder

Unique reference number (URN): 104889 Registered with Ofsted: 04/12/1998 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 typically develop well in all areas of learning. Children are developing skills that are age appropriate. For example, children develop their fine motor skills and use different utensils to pick up and move sand in the sand tray. The childminder uses different sizes to adapt the activities to ensure all children can join in and make progress in their skills.

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Achievement Expected standard

Children are well prepared for their next stage in learning. All children are typically supported to be independent. They follow the routine consistently well by listening to instructions and following the routine. Children understand how to share resources and wait their turn during activities. For example, the childminder joins children to play a game of rolling the ball between them, encouraging them to take turns.

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Achievement Expected standard

Children have many opportunities to learn about the world around them. In the garden, children point at the different things they see in the sky, such as birds and planes, and link this to their play. Children grow different fruits and vegetables in the garden, picking them when ripe and enjoying them as part of their snacks.

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Achievement Expected standard

Where children attend other settings, the childminder does not work in partnership with them. This means consistent approaches are not always used and ongoing learning is not shared. Building these relationships could support children's achievements even further.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and nurturing environment where children understand clear and consistent expectations for behaviour. She builds warm and trusting relationships with children and responds sensitively to their needs. For example, she allows children to remain close while they build their confidence to play independently. Children confidently seek reassurance when needed. They respond positively to praise and encouragement, which helps them feel secure. Children benefit from her positive role modelling and a caring atmosphere.

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Behaviour, attitudes and establishing routines Expected standard

The childminder considers children's ages, stages of development and individual needs when maintaining expectations in the setting. She adapts her approach appropriately, particularly for younger children and those who may need additional support, helping them feel included and successful within routines and activities. The childminder supports children's behaviour effectively through gentle guidance, praise and positive interactions. She helps children to understand simple rules and social expectations. This typically includes taking turns, sharing resources and showing kindness towards others. Children respond positively to these expectations and behave well.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from consistent attendance, which supports their learning and development. The childminder works with parents to ensure attendance is prioritised, adapting sessions when needed.

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Children's welfare and wellbeing Expected standard

The childminder provides caring, attentive and responsive support to children. Warm and nurturing relationships are evident throughout the setting. Children demonstrate a sense of trust in the childminder. They are emotionally confident, seek reassurance when needed and appear comfortable and relaxed in her care. The childminder knows children well and is sensitive to their individual needs and circumstances. Overall, children's welfare and wellbeing are supported effectively.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's physical health and wellbeing effectively throughout the day. During outdoor play, children enjoy using cars in imaginative drive-through games, pretend cooking activities and physical play experiences, such as climbing and sliding. Children follow good hygiene routines and enjoy healthy snacks and balanced lunches. The childminder talks to children about healthy foods in simple and meaningful ways, helping them begin to understand healthy lifestyles. She closely supervises children to ensure they remain safe during play, meals and sleep. The childminder regularly eats her lunch with the children to role model healthy eating.

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Children's welfare and wellbeing Expected standard

Children learn about where their food comes from. They plant and grow strawberries and tomatoes in the garden, eating them as healthy snacks. This helps them to learn about the world around them.

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Curriculum and teaching Expected standard

The childminder has embedded a focus on developing children's personal, social and emotional development. She takes time to build relationships with children, their parents and families. This allows her to share frequent information about children's learning and development and provide consistency for all children. The childminder uses her knowledge of each child to allow them time to settle and build on their confidence in her setting. The childminder stays close by those who find separation difficult, encouraging them to play alongside her.

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Curriculum and teaching Expected standard

The childminder is clear about what she wants children to learn. She delivers experiences and opportunities that are fundamental for children to become independent, curious and able. Communication and language is typically embedded into the childminder's teaching. The childminder actively supports children to develop their language. She narrates play, exposing children to a wide range of English language. For example, as children use hammers and spoons to break up an ice mould filled with toy animals, the childminder uses words such as 'crunch', 'crash' and 'smash' to describe their play.

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Curriculum and teaching Expected standard

The childminder introduces mathematical concepts to children from a young age, transferring sand using spoons between the sandpit and moulds. At the water tray, the childminder counts the number of water containers the children pour into the wheels. She points out as they go 'round and round'. Children delight as they make the wheels move, excited in their play.

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Inclusion Expected standard

The childminder identifies children's needs through close observation and ongoing assessment. The childminder regularly communicates this information with parents. The childminder uses this information to understand what children know, can do and need to learn next. Activities and interactions are adapted to help children access learning and make progress from their starting points. The childminder skilfully adapts her language and involvement to offer the right level of support for all children. The childminder provides children with experiences outside of the home setting. This provides all children with experiences they may not otherwise have.

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Inclusion Expected standard

The childminder has not completed any training to support children with barriers to their learning recently. She is aware that she needs to build on her knowledge of working with children with barriers to learning. Nevertheless, the childminder is aware of how to share information with relevant professionals when needed. She describes how she would make referrals and follow professionals' advice as necessary.

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Inclusion Expected standard

The childminder supports all children through calm and consistent care that helps them to feel secure and included. The childminder has not had any children on roll who have additional funding, but she shows awareness of how to support children if needed.

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Leadership and governance Expected standard

The childminder knows the children in her care well. She is committed to providing a nurturing and family-centred environment. The childminder builds positive relationships with parents and carers. She shares information regularly through verbal discussions. This helps parents to remain informed about their child's experiences, learning and development. However, the childminder does not understand the importance of working with other settings that children attend. This impacts on continuity in children's care and learning.

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Leadership and governance Expected standard

The childminder is passionate about her roles and responsibilities. She ensures that all required training is kept fully up to date. She also regularly attends further training to continue her professional development. She works with other childminders to gain advice and support, building on her practice. The childminder is reflective on the care and education she has to offer. For example, she identifies that she would need to complete further training to support children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Parents speak positively about the childminder and share their gratitude for her support. The childminder shares daily updates, next steps in children's learning and ideas on how to support their development at home. For instance, she works with parents to introduce new foods into the children's diet and encourage them to feed themselves independently.

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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 are valued and well cared for at this childminder's provision. She is kind and caring, which supports their wellbeing. Children form close relationships with the childminder. They are happy and relaxed there and show that they feel safe. Older babies build their confidence quickly and are easily comforted and reassured with a cuddle from the childminder when they start to get tired. The childminder is a wonderful play companion. Children enjoy her joining them in activities and watching as she demonstrates how to do things before trying themselves. They beam proudly as the childminder gives them praise

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About this setting

Unique reference number (URN): 104889 for their achievements. The childminder is aware of the children's individual interests. She uses this to create activities that engage children for long periods of time.

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About this setting

Younger children develop increasing confidence in their physical skills as they climb, balance and explore sensory experiences. They enthusiastically access slides, water play and trikes in the garden area. Children enjoy trips to the local parks to build on these skills even further and learn about the world around them. Children build on their independence skills from a young age, slowly moving from bottles to cups as they learn the desired skills to do so.

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About this setting

All children make progress in their communication and language development. Children listen well to the childminder from a young age. They watch her as she talks to them and follow her instructions. The childminder introduces new words to the children. For example she says 'scoop' and 'pour' as they move water around the tray. The childminder works closely with parents to manage the use of dummies. She encourages children to only use them while they are settling and take them out whenever they are using verbal communication. Regular attendance helps children to understand expectations in the childminder's home.

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Next steps

The childminder should target training opportunities to build on her knowledge to effectively support children who may face barriers to their learning. The childminder should build on relationships with other settings to share information to ensure consistency for all children.

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About this inspection

The inspector spoke with 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. Type: Childminder

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About this inspection

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