Childminder

Childminder

Unique reference number (URN): 2803393 Registered with Ofsted: 27/09/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder understands each child's age, stage of development and individual needs. She adapts her approach to ensure all children feel secure and supported. Daily routines are consistently calm and predictable. This helps children to understand what is expected and enables them to move confidently between activities. The childminder supports children to regulate their emotions by acknowledging their feelings, modelling appropriate language, sharing emotional vocabulary and providing gentle guidance when needed. For example, she encourages children to wait patiently for their turn on the swing and supports them to find alternative activities while they wait. Even very young children show learned strategies when they ask and then wait for a turn.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds warm, trusting and respectful relationships with children. She models kindness, positive manners and consideration for others. This helps children to develop positive relationships and learn to share, cooperate and take turns. Children show positive attitudes towards their learning. They remain engaged in activities because experiences reflect their interests and developmental needs. Children confidently explore resources, make choices and persevere. The childminder's inclusive approach ensures that routines and expectations are adapted to support all children. She has a deep awareness and understanding of how to adapt these to include those with special educational needs and/or disabilities, so that every child can participate fully and feel a sense of belonging.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. She ensures that children receive consistent and nurturing care. The childminder works closely with families to develop a detailed understanding of each child's routines, health needs, interests and individual circumstances. Children benefit from secure attachments with the childminder, who responds sensitively to their needs. She provides reassurance, encouragement and support throughout the day. As a result, children feel safe, valued and confident within the setting. The childminder supports children's emotional wellbeing through predictable routines and sensitive interactions. She helps children to recognise and express their feelings by modelling appropriate language, acknowledging their emotions and supporting them to develop strategies to manage their feelings. Children develop confidence, resilience and increasing independence as they learn to manage their own needs. Children confidently

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Children's welfare and wellbeing Strong standard

manage their own needs by washing their hands, putting on their shoes and making choices in their play throughout the day.

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Children's welfare and wellbeing Strong standard

Children develop positive and healthy habits through the childminder's thoughtful approach to care. They enjoy nutritious meals and snacks provided through a four-week rotating menu that the childminder shares with parents and carers. Children learn about healthy choices and take part in regular physical activity indoors and outdoors. Excellent hygiene practices are embedded into daily routines, helping children to understand the importance of keeping themselves healthy. Sleep arrangements follow safer-sleep guidance, with appropriate monitoring and checks carried out. The childminder works closely with parents to understand individual children's sleep routines and manages these sensitively to support their wellbeing. She understands the importance of sleep for children's development and

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Expected standard

overall welfare. Inclusive care practices ensure that all children, including those with special educational needs and/or disabilities, receive appropriate support and adaptations.

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Achievement Expected standard

Children typically make progress from their individual starting points. They develop the knowledge, skills and confidence needed for their next stage of learning. Children are confident communicators who enjoy conversations, stories and songs. They share their ideas, use new vocabulary and develop positive relationships with others. Children learn to manage their emotions, share resources and take turns during play, supporting the development of their social skills.

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Achievement Expected standard

Children develop increasing independence as they manage their own needs and take responsibility during daily routines. For example, they wash their hands, pour drinks and make choices about their play. Children strengthen their physical skills as they climb, balance, use tools and explore a range of outdoor experiences. These include riding bicycles, using the climbing equipment and playing on appropriately sized swings. They investigate, test ideas and solve problems through play. For example, children work out how to use the water dispenser to fill watering cans and water the plants.

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Achievement Expected standard

Children develop a broad understanding of the world through experiences, such as creating bird feeders and exploring nature. They develop early mathematical skills as they count, recognise shapes and colours, and compare size and weight during play. Children, including those who face barriers to their learning, make progress through personalised support. The childminder shares information effectively with parents and carers.

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Curriculum and teaching Expected standard

The childminder designs a curriculum that reflects children's interests, stages of development and next steps in learning. She uses her detailed knowledge of each child to plan experiences that build on what children already know and can do. For example, during the same activity, younger children practise turn-taking skills, while older children extend their vocabulary as they describe colours, textures and actions such as squeezing. The childminder continually assesses children's learning through play and everyday routines. She adapts activities to ensure they remain purposeful, engaging and appropriate for each child. The childminder plans regular outings to enrich children's experiences and help them to develop a wider understanding of the world.

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Curriculum and teaching Expected standard

The childminder extends children's learning through positive interactions throughout the day. She introduces new vocabulary, asks well-timed questions and encourages children to explain their ideas and think critically. She promotes mathematical thinking naturally through play and routines. For example, children count petals into cups in the mud kitchen and identify shapes they have drawn with chalk. Children strengthen their physical development as they prepare food, paint, use tweezers, climb, balance and explore outdoors. During snack and lunchtimes, even the youngest children develop independence as they use safe equipment to cut fruit and spread butter or cheese. Children make choices, access resources independently and solve problems. For example, they work out how to use the outdoor water dispenser to water plants. The childminder adapts teaching strategies and resources effectively so that all children, including those with special educational needs

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Curriculum and teaching Expected standard

and/or disabilities, access the curriculum, participate fully and make progress from their starting points. The childminder is starting to develop the curriculum so that she teaches early mathematical and writing skills more explicitly and in a carefully sequenced order, to reflect her growing experience of supporting older children as they prepare for school. This will ensure that children build their knowledge and skills progressively over time and are well prepared for the next stage in their learning.

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Inclusion Expected standard

The childminder identifies children's individual needs from the start. She develops a secure understanding of children's interests, routines and stages of development through close partnerships with parents and carers. The childminder gathers detailed information before children start and continually updates this through regular communication with families. She uses this knowledge to plan a personalised curriculum that reflects children's next steps and helps to reduce barriers to learning. This is evident in the way activities are adapted for children of different ages and abilities. The childminder has a sensitive understanding of how changes in children's lives, such as the arrival of a new sibling, may affect their emotional wellbeing and development. As a result, children are known as individuals and feel safe, respected and fully included.

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Inclusion Expected standard

The childminder is aware of how to adapt her teaching and resources to meet the needs of all children, including those with special educational needs and/or disabilities (SEND). She is aware of a range of strategies, including visual prompts, sensory resources and adapted equipment, to support children's communication, engagement and independence. The childminder responds sensitively to children's individual communication styles. She gives them time to express themselves and extends their language through meaningful interactions. The childminder works closely with parents and is beginning to establish links with other professionals, where appropriate, to provide consistent support for children. Consequently, children access all aspects of the curriculum, develop a sense of belonging and make progress from their starting points. The childminder's work with external professionals is at an early stage, meaning opportunities to further strengthen coordinated

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Inclusion Expected standard

support for children with SEND are not yet fully embedded. As a result, systems for coordinated support are not yet fully established. This limits the childminder's readiness to respond effectively if children with SEND join the setting.

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Leadership and governance Expected standard

The childminder has an accurate understanding of the setting's strengths and areas for development, which she continues to refine as she becomes more established in her role. She is reflective in her approach and regularly considers how she can further improve the experiences she provides for children. The childminder uses her knowledge of children's individual needs, interests and development to make informed decisions about the curriculum, resources and routines. For example, she adapts activities and resources to ensure that all children can participate fully and make progress. The childminder maintains effective safeguarding arrangements, keeps her knowledge up to date through professional development and ensures that policies, procedures and risk assessments support children's safety and wellbeing. She continues to develop her expertise to strengthen her support for children with special educational needs and/or

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Leadership and governance Expected standard

disabilities, including building links with other professionals where appropriate. However, links with local pre-schools and schools that children move on to are not yet fully established. Strengthening these partnerships would support the sharing of key information about children's development and help to ensure smooth transitions. The childminder manages her workload effectively. She creates a calm and organised environment where children receive consistent care and attention.

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Leadership and governance Expected standard

She values professional learning and is beginning to use research and training more purposefully to inform her practice and improve outcomes for children. Partnerships with parents and carers are a key strength. The childminder gathers detailed information about children's backgrounds, routines and individual needs before they start and maintains regular communication with families. She shares children's progress and achievements and works collaboratively with parents to provide consistent support.

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

Children are happy, settled and confident in this welcoming childminding setting. They choose from a wide range of activities that reflect their interests and quickly become absorbed in their play. The childminder knows children well. She responds warmly to their individual needs, helping them to feel safe, secure and valued. Children enjoy a rich variety of experiences both at the setting and in the local community. They explore the mud kitchen, gardening, water play and creative activities with enthusiasm, developing their curiosity and imagination. The childminder uses regular visits to music sessions, messy play, farms, parks and local groups. This helps to broaden children's experiences, helping them to develop confidence while learning about the world around them. Children make secure progress from their starting points.

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

Children develop independence through everyday routines. They confidently prepare snacks, pour drinks and make choices about their play. The childminder uses these daily experiences to build children's confidence and resilience while encouraging them to do things for themselves. She makes effective use of conversations and play to extend children's learning, introducing new vocabulary and encouraging children to talk about what they are doing. Children develop their understanding of numbers, colours, shapes, healthy lifestyles and the natural world through meaningful and practical experiences.

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About this setting

Operating hours: Monday,Tuesday,Thursday : 07:30 - 18:30 Children behave consistently well and enjoy positive relationships with the childminder and one another. They share resources, take turns and receive support to understand simple boundaries through consistent and sensitive guidance. Children's health and wellbeing are promoted through nutritious meals, active play and close supervision. The childminder adapts activities and resources to ensure children with special educational needs and/or disabilities are fully included and can participate alongside their peers. As a result, children feel a sense of belonging, enjoy their learning and are well prepared for the next stage of their education.

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Next steps

The childminder should further develop partnerships with external agencies to strengthen the support provided for children with special educational needs and/or disabilities. The childminder should further develop the curriculum to systemically plan for, and teach, early mathematical and writing skills, with clear consideration of children's ages, stages of development and individual needs.

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About this inspection

The inspector spoke with the childminder, children and parents 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. Local authority: Surrey

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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. 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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