Childminder

Childminder

Unique reference number (URN): 2816706 Registered with Ofsted: 16/12/2024 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, including those who may face barriers to learning, generally make steady progress from their starting points. They show positive attitudes to learning and are becoming increasingly independent in managing routines. Children develop the knowledge and skills they need for their next stage of learning. Children develop across all of the areas of learning because the childminder has a clear understanding of their development and next steps. Children who were initially unsettled now securely explore their environment and, with support, continue to grow in confidence with unfamiliar people. Children form secure and meaningful relationships with their peers. They play cooperatively and show consideration for other children's feelings.

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Achievement Expected standard

Communication and language development is prioritised throughout the day. For example, children benefit from regular conversations, singing and activities that help to build their vocabulary and confidence in speaking.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds children's confidence through regular praise and encouragement. For example, when children build with blocks and complete puzzles, she says, 'Well done,' and claps. This helps children to stay engaged in activities for longer periods.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children's behaviour effectively. She helps them to manage their emotions and to learn to play cooperatively with one another. Generally, older children show care and consideration towards younger children, helping to create a harmonious environment. When children break each other's models, the childminder sensitively intervenes and explains to children how their actions impact others.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children have positive attitudes to learning and the childminder prepares the environment with activities that interest them. However, she does not always ensure that group time activities meet the needs of all the children, which results in some children disengaging.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors attendance and follows up concerns. This helps to promote children's good habits for the future and ensures that their safety is prioritised. Generally, children attend regularly except on rare occasions, such as illness or family holidays.

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Children's welfare and wellbeing Expected standard

The childminder provides an inclusive environment that promotes children's welfare, emotional wellbeing and sense of belonging. She gets to know children well, which positively impacts on their overall wellbeing and provides them with a warm and welcoming setting. Children are relaxed and comfortable with the childminder, seeking comfort and reassurance when needed. This demonstrates they feel safe and well cared for. The childminder is a good role model for children and encourages them to be kind and well mannered. The childminder promotes healthy lifestyles. Close supervision during mealtimes ensures that children eat safely, and they are encouraged to develop independence at mealtimes. For example, older children serve their own food and use cutlery. The childminder works closely with families to meet children's individual needs, including supporting changes in weaning requirements, which ensures consistency between home and the setting.

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Children's welfare and wellbeing Expected standard

Generally, the childminder promotes good hygiene practices as children wash their hands at various points during the day. The childminder understands safe sleeping requirements and ensures children are checked regularly during their sleep. She conducts daily safety checks of the environment to keep children safe.

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Curriculum and teaching Expected standard

The childminder typically plans and delivers a broad curriculum that supports all children, including those with special educational needs and/or disabilities, to make progress. She takes account of children's interests and stages of development when planning activities. This helps them build on what they already know and can do and develop a positive attitude to learning. Children are taught to share and take turns with resources, and they generally get along well together. The childminder recognises that children learn at different rates and typically provides the right amount of support for children. However, on occasions, the childminder is not always clear on what she wants children to learn from their focused activities and group time session.

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Curriculum and teaching Expected standard

The childminder supports children's language and communication skills effectively. Through calm and sensitive interactions, she helps children to communicate by modelling language and introducing new words. Generally, the childminder introduces early mathematical concepts into children's play. She uses language such as 'full' and 'empty' as they explore sand, and they count the number of play people in the vehicle made from blocks. Children have daily opportunities to be active, both indoors and outdoors, to develop their physical skills. For example, the childminder encourages the children to dance to the music they make.

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Inclusion Expected standard

The childminder understands how to support all children, including those with special educational needs and/or disabilities and those who face barriers to their learning. She works closely with parents and carers, when children first start at the setting, to identify any possible gaps in their learning. The childminder monitors the progress of her support through regular observations and assessments, such as the progress check at age 2. Children who speak English as an additional language see their home language valued, and the childminder learns some key words to promote belonging.

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Inclusion Expected standard

The childminder engages effectively with parents, sharing observations and children's next steps alongside regular discussions to support learning at home. As a result, all children are making progress, and any gaps are closing steadily. The childminder knows how to make referrals to other professionals to seek support, advice and guidance. This helps her to provide tailored care and support that meets their individual needs. She has recently started to work with the local authority to access additional funding to further strengthen the support she provides for children who face barriers to their learning and development.

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Leadership and governance Expected standard

The childminder has a sound understanding of her provision and the positive impact it has on children's learning and development. She reflects on her practice and identifies clear priorities for improvement. For example, she is committed to enhancing her professional development and has undertaken training to improve the quality of care and education she provides. This ongoing commitment helps her to strengthen her knowledge, develop her practice and provide effective support for all children. The childminder keeps her essential training up to date, including safeguarding and paediatric first aid. She is also part of a childminder network and shares ideas with other local childminders.

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Leadership and governance Expected standard

The childminder has developed positive parent partnerships. She keeps parents updated about their children's daily experiences and ongoing progress so that they can further support them at home with their development. Parents comment on how much progress their children have made since starting at the setting. The childminder shares children's assessments to allow parents to know what their children's next steps are. Parents discuss how their children have formed close attachments with the childminder and are always excited and eager to attend.

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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 arrive happy and eager to start the day at this warm and nurturing setting. They separate well from their parents and quickly settle, engaging in activities that interest them, such as the cars and blocks. Children benefit from the strong partnership between the childminder and their families, which supports their learning and wellbeing.

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

The childminder prioritises getting to know the children and typically provides learning opportunities that build on what they already know and can do. Children enjoy activities that reflect their interests. For example, they explore the dinosaurs hidden in the sand and use pipettes to transfer water, which develops their concentration and coordination as they play. As children play, the childminder joins in, extending their learning. Throughout the day, children engage in conversations with the childminder, who supports their language development by introducing new vocabulary and encouraging them to communicate their thoughts and ideas.

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

The childminder is an effective role model for the children. She is kind, considerate and passionate about their care. She praises their achievements and efforts. Children's barriers to learning and wellbeing are minimised, and all children make progress from their initial starting points. They are prepared for the next stage of their learning. Children are encouraged to develop early independence through everyday routines. For example, older children wash their hands after using use the toilet and younger children get their own shoes to go and play outside. The childminder responds to children sensitively. She recognises individual cues and offers reassurance when needed. Children are supported to develop positive relationships and social skills. They learn to consider the needs of others.

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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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Next steps

The childminder should organise group times to support all children's engagement, learning and development. The childminder should ensure planned activities have clear learning purposes and are adapted to children's differing ages, stages and levels of understanding.

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About this inspection

The inspector spoke with the childminder, children, parents and carers 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

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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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