Childminder

Childminder

Unique reference number (URN): 2814109 Registered with Ofsted: 29/11/2024 Registers: EYR

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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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of the setting. The childminder has created a calm, organised and stimulating environment where children can flourish. Through her positive encouragement and support, children develop self-confidence and self-esteem. The childminder displays children's artwork, helping them to take pride in their achievements. She knows children well and adapts her approach when they need extra reassurance. For example, during transitions such as welcoming a new sibling or potty training. She values children's backgrounds, beliefs and cultures, helping to broaden their understanding of diversity. The childminder follows safer sleep guidance and works closely with parents and carers to meet children's individual care routines.

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Children's welfare and wellbeing Strong standard

Children gain the skills they need to begin to lead healthy lifestyles. They have access to fresh air daily, supporting their physical health and wellbeing. Children laugh and 'shake their wiggles out' on the bouncy ball, helping them to regulate and develop their bigger movements. They engage confidently with hygiene routines and independently climb up the steps to wash their hands before mealtimes, after nappy changes and when coming in from outside. The childminder talks about the importance of washing away germs, helping children to understand the importance of these routines. Children enjoy healthy snacks and the childminder shares lunch box expectations and recipes with parents, to encourage children to try new and nutritious foods.

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Children's welfare and wellbeing Strong standard

The childminder uses daily routines, such as registration, to encourage children to talk about their feelings. They use words such as 'happy' and begin to explain what makes them feel this way, for instance, they say 'Mummy and Daddy'. This helps children recognise and understand their emotions, supporting their developing emotional awareness.

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Achievement Expected standard

Children generally progress well across the curriculum. All children gain the skills they need to support their next stage of learning, including school. Children communicate well with their peers and the childminder. They use vocabulary such as 'dragonfly' when investigating various toy bugs. Children use tweezers to search and pick up the bugs as they find them in the mud. This helps to build their finger strength. Children enjoy role play and try on various hats, including a Viking hat. This widens their vocabulary and supports their imaginations. Children demonstrate their emerging early maths skills as they play, using number language such as, 'I have 3 eggs'. Children show interest in books, helping them to begin to develop a love of stories from a young age. They begin to express how they feel and use vocabulary such as 'happy'. Children make choices and begin to develop their social interactions,

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Achievement Expected standard

supporting their personal, social and emotional development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear expectations for children's behaviour. She implements age- appropriate boundaries and gently reminds children of these, for instance, by encouraging them to take turns. She is an excellent role model and shows children how to be kind, helpful and encouraging. Children cooperate with routines, such as getting ready to go outside or preparing for mealtimes. This helps the day run smoothly, supporting transitions and helping children to understand what is happening next. The childminder quickly notices when children find it difficult to manage their emotions and responds calmly, fairly and effectively. The childminder adapts routines to meet the needs of children, helping to reduce barriers to their learning and/or wellbeing. For example, parents collect their children from the side entrance as this creates minimal disruption to children's learning.

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Behaviour, attitudes and establishing routines Expected standard

Children have formed trusting, nurturing relationships with the childminder. They seek her out when they need help or reassurance and know she will respond attentively. The childminder joins in with their play, and they laugh and have fun together. She has developed excellent partnerships with parents, helping to support children's learning collaboratively. However, the childminder has not yet established consistent links with other settings that children are transitioning to, to further strengthen partnership working and to create more seamless transitions for children.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a suitable attendance policy and follows up promptly on any non- attendance. She ensures parents understand the benefits to their children of regular and prompt attendance.

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Curriculum and teaching Expected standard

The childminder has designed a varied, well-sequenced curriculum and has a clear vision for what she wants children to learn. She provides age-appropriate activities linked to children's interests and next steps, enabling them to build their skills and knowledge over time.

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Curriculum and teaching Expected standard

The childminder promotes communication and language effectively throughout daily routines and activities. Children enjoy discussions with her and listen attentively. She uses open- ended questions and introduces new vocabulary, such as 'centipede', which helps extend children's language and communication skills. However, at times, in her enthusiasm, she does not provide children with enough time to respond. This limits opportunities for them to develop their thinking and articulate their ideas.

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Curriculum and teaching Expected standard

Children develop an understanding of a range of mathematical concepts, including shape, size and measure. For example, during snack time, the childminder introduces language such as 'half' as children cut their bananas. She encourages children to compare the sizes of toy spiders, and they use phrases such as 'I have a tiny spider'.

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Curriculum and teaching Expected standard

The childminder prioritises children's personal, social and emotional development. She takes children to weekly groups to help build their confidence in larger social settings. The childminder displays children's family photos, supporting children's sense of belonging and helping them to feel secure in their environment.

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Inclusion Expected standard

The childminder uses effective assessment and monitoring procedures to track children's learning and development. This helps the childminder to identify any emerging gaps in children's learning at an early stage. She knows children well and implements support to help close gaps swiftly. For example, she places a greater focus on helping children to develop their pronunciation skills through using clear and precise language during her interactions with them. This helps children to develop their communication and interactions with others.

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Inclusion Expected standard

She works closely with parents and carers and gathers important information to help form precise starting points for children. The childminder shares children's next steps and termly plans for the curriculum with parents to support home learning, providing continuity between home and setting. However, the childminder has not yet created consistent procedures for sharing information with other settings that children are moving on to. This does not help to form consistency in children's learning.

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Inclusion Expected standard

Although the childminder does not have any children with special educational needs and/or disabilities (SEND) on roll, she fully understands the importance of monitoring the progress and wellbeing of vulnerable children and adapting her curriculum to meet any identified specific needs. The childminder is aware of additional funding and how this can be used to support children in having a positive impact on their development. She has completed training to help her support children with SEND and provides an inclusive environment for all children.

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Leadership and governance Expected standard

The childminder uses self-reflection well to recognise strengths and identify areas for further development. She is dedicated to her role and highly committed to providing high-quality care and learning for children. For example, after noticing that children were not regularly using the mud kitchen, she moved it to make it more accessible, increasing children's motivation and engagement. This ensures that children are fully accessing their learning environment. The childminder prioritises her own wellbeing and manages her workload effectively. She values ongoing professional development and regularly completes training that strengthens her practice. For instance, recent training on two-year-old development has helped to deepen her understanding of how to support children's emotions and behaviour.

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Leadership and governance Expected standard

The childminder has built effective partnerships with parents, carers and local childminders. She recognises that additional links with other professionals involved in children's learning would further support transitions and continuity in learning. The childminder and children enjoy regular trips out into the local community, such as farms, parks and walks. This helps children to build a sense of community spirit and widens their knowledge of diversity. Parents comment positively on the varied activities children enjoy and note clear progress, particularly in imaginative play and their social interactions. They highly praise the childminder's warm, nurturing and supportive approach. The childminder makes decisions based on the best interests of the children.

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

Children enjoy their time in the home-from-home environment the childminder has created for them. They have formed positive and nurturing relationships with the childminder, who is warm and caring in her approaches with children. This means children feel safe, valued and secure. Children interact appropriately with each other according to their ages and abilities, as they begin to develop their friendships. Parents and carers express how they feel extremely well supported and welcomed by the childminder. Children benefit from these trusting partnerships, which create a supportive and positive culture.

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

Children typically make progress from their starting points. They access a varied curriculum that provides opportunities across all areas of their learning. Children enjoy choosing their favourite songs to sing, and join in with routines such as putting their picture up for registration. This helps them to build a sense of belonging. They share their favourite colour with the childminder as they explore and learn about colours. Outside, children eagerly investigate frozen fruit and pour water from various containers, developing their curiosity and hand-eye coordination. Children develop positive attitudes towards their learning. The childminder recognises potential barriers to children's learning and adapts her practice well to ensure all children access an inclusive curriculum.

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

Children demonstrate their emerging independence through day-to-day routines. For example, they put on their own shoes to go outside, find their belongings and confidently chop their fruit during snack time. Children follow instructions well and understand the consistent routines the childminder has implemented. Subsequently, children gain the skills they need for their future learning.

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Next steps

The childminder should refine teaching to provide children with sufficient time to process and respond to what is being asked of them, helping them to develop their thinking skills and to connect their ideas. The childminder should develop strategies to work more closely with other professionals and providers who are involved in children's learning.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

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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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About this inspection

The inspector spoke with the childminder and children, and parents shared their views 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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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

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 .

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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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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