Childminder

Childminder

Unique reference number (URN): EY561341 Registered with Ofsted: 01/08/2018 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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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes warm, trusting relationships with children and creates a calm, nurturing environment where they feel safe, secure and valued. She has consistently high expectations for children's behaviour and uses sensitive, respectful interactions to help children recognise their own emotions, understand the feelings of others and respond with kindness. She provides skilful support that helps all children, including those who may be at risk of falling behind, develop confidence, resilience and a secure sense of belonging. As a result, children behave consistently well and show genuine care and consideration for one another. For example, children notice when others appear unsettled, ask how they are feeling and offer comfort and reassurance.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes secure, consistent routines that help children understand what is expected of them and develop increasing confidence and independence. Children move confidently between daily routines, manage their own belongings and develop independence in their personal care. The childminder works closely with parents to promote regular attendance, recognising the importance of children attending consistently to support their wellbeing, learning and development. Children respond positively to praise and encouragement, persevere with activities and remain deeply engaged in their learning for sustained periods. The childminder skilfully nurtures positive attitudes towards learning. She values children's ideas, follows their interests and encourages them to make choices, solve problems and persevere when activities become challenging. As a result, children approach new experiences with curiosity and confidence. They cooperate well, willingly share

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Behaviour, attitudes and establishing routines Strong standard

resources and build positive relationships with others. These positive attitudes and behaviours provide children with secure foundations for future learning and relationships.

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Achievement Expected standard

Children typically develop the knowledge, skills and attitudes they need for future learning. They communicate with increasing confidence, recall previous experiences and use an expanding range of vocabulary as they play, talk and explore. Children become increasingly independent as they manage everyday routines, make choices in their play and confidently access resources for themselves.

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Achievement Expected standard

Children develop the personal, social and communication skills that prepare them well for their move to nursery or school. The childminder supports all children, including those who may be at risk of falling behind, to participate in activities, build relationships and express their ideas with increasing confidence.

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Achievement Expected standard

Children build securely on what they already know and can do in most areas of the curriculum. They continue to develop the knowledge, skills and attitudes they need for their next stage of learning.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's wellbeing. She knows children and their families well. She uses this knowledge to provide reassurance and support that meets the individual needs of all children, including those who may be at risk of falling behind. As a result, children feel safe, secure and valued. The childminder builds warm, trusting relationships with children. Children confidently seek comfort when needed and increasingly recognise and talk about their feelings.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy lifestyles through everyday routines. She helps children develop appropriate hygiene practices and independence in managing their own needs. The childminder provides opportunities for children to develop their confidence, coordination and physical skills, as they climb, balance and move in different ways. She encourages children to pour their own drinks, wash their hands independently and make healthy choices at mealtimes. She works in partnership with parents and carers to promote healthy lunch choices.

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Children's welfare and wellbeing Expected standard

The childminder carefully considers children's safety while promoting their independence. She identifies and manages risks within the home and adapts routines to reflect children's ages and stages of development. The childminder helps children learn how to keep themselves safe while developing confidence and independence in their daily routines. As a result, children feel safe, develop positive attitudes towards their wellbeing and are well prepared for their next stage of learning.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that typically supports children to build the knowledge, skills and attitudes they need for future learning. She knows children well. She uses information from parents and carers, observations and assessments to plan experiences that reflect children's interests and build on their development. The childminder plans experiences that meet the needs of all children, including those who may be at risk of falling behind. She carefully plans the indoor and outdoor environments, and selects resources that encourage children to explore, investigate and become absorbed in their play.

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Curriculum and teaching Expected standard

The childminder teaches in a warm, responsive and purposeful way. During story sessions, she uses carefully chosen resources to aid understanding. She pauses at key moments to encourage children to predict what might happen next and join in with familiar words and phrases. The childminder uses photos of children's previous experiences to help them recall what they already know. She encourages them to talk about their experiences and make links to new ideas. The childminder uses questions to help children think, explain their ideas and remember what they have learned. As a result, children remain engaged for sustained periods and develop positive attitudes towards learning.

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Curriculum and teaching Expected standard

The childminder has high aspirations for all children. In most areas, she sequences experiences effectively so that children build on what they already know and can do. However, in some planned mathematical experiences and early literacy activities, she occasionally introduces new concepts before children are developmentally ready. This means that experiences do not always build as precisely as possible on children's existing knowledge and skills. Nevertheless, children continue to develop the knowledge, skills and attitudes they need for their next stage of learning.

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Inclusion Expected standard

The childminder creates a culture where all children are welcomed, valued and included, regardless of their starting points or any barriers to their learning and/or wellbeing. She gets to know children well before they begin attending. She uses transition visits and information shared by parents and carers to understand children's interests, development and individual needs. She continues to observe children closely as they settle, using her ongoing assessments to identify any emerging needs or areas where children may benefit from additional support. This helps her adapt her practice from the outset and reduce potential barriers to children's learning and participation.

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Inclusion Expected standard

The childminder supports children to develop confidence and feel emotionally secure in her care. She quickly recognises when children need additional reassurance and sensitively adapts her interactions to help them engage alongside others. She promotes children's communication and language particularly well. She speaks clearly and helps children learn new words during everyday conversations and play. She gives children time to process what she says before responding. She skilfully models language as she responds to children's attempts to communicate. As a result, children communicate with increasing confidence, express their ideas and engage positively in conversations and play.

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Inclusion Expected standard

The childminder adapts routines, activities and interactions to meet children's individual needs and supports them through important transitions. She seeks advice from other professionals when children require additional support and uses this to inform her practice. She reviews the support she provides as children develop, adapting experiences, routines and teaching to help children participate fully alongside their peers. As a result, children typically access the learning opportunities she provides and are well prepared for their next stage in learning.

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Leadership and governance Expected standard

The childminder is committed to providing a welcoming and nurturing environment where children feel they belong. She establishes positive partnerships with parents and carers, who speak highly of the care and support that their children receive. She works closely with families to understand children's individual needs and uses this information to help children settle quickly and make progress from their starting points.

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Leadership and governance Expected standard

The childminder reflects on her practice and takes appropriate action to maintain the quality of her provision. She maintains mandatory training, meets her statutory responsibilities and uses feedback from parents to help inform improvements. She demonstrates a clear commitment to improving outcomes for all children and uses her knowledge of children's individual needs to support their learning and development. However, self-evaluation does not consistently identify where professional expertise could be developed further to refine the quality of education and care.

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Leadership and governance Expected standard

The childminder works effectively with other professionals and fulfils her statutory responsibilities. She maintains the required records and keeps safeguarding knowledge up to date through mandatory training. Parents value the open communication they receive, and these positive partnerships help provide continuity between home and the setting, supporting children's wellbeing and ongoing development.

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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 enjoy attending this welcoming and nurturing setting. They feel safe, secure and valued because of the warm, responsive relationships they develop with the childminder. These relationships help them settle quickly into familiar routines and confidently explore their environment. Children happily play alongside one another, share laughter with the childminder and readily return to their play after seeking reassurance. As a result, they develop a strong sense of belonging and show confidence to explore their surroundings and engage in new experiences.

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

Children enjoy a broad range of experiences that reflect their interests and curiosity. The childminder uses stories, songs, conversations and play to encourage children to develop their communication skills, recall previous learning and share their own ideas. They become increasingly confident communicators and enjoy interacting with the childminder and their peers. Children become increasingly independent as they make choices in their play, help with everyday routines and develop the confidence to try things for themselves. They remain engaged in activities for sustained periods and demonstrate positive attitudes towards learning. Children who may face barriers to their learning and/or wellbeing receive sensitive support that helps them participate alongside their peers, build confidence and access the curriculum successfully.

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

Children benefit from the childminder working closely with parents and carers to understand their backgrounds, interests and individual needs. She uses this information to provide experiences that help them make positive progress from their starting points and respond to their emerging needs. Strong partnerships with families provide continuity between home and the setting, supporting children's emotional security and wellbeing. As a result, children typically make positive progress from their starting points and develop the personal, social and communication skills they need for their future learning.

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Next steps

The childminder should deepen professional expertise to further refine the quality of education and care. The childminder should refine the sequencing of the curriculum, particularly in mathematics, so that learning consistently builds on what children already know and can do and reflects their developmental stage.

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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.

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About this setting

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

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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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