Childminder

Childminder

Unique reference number (URN): 2813356 Registered with Ofsted: 17/12/2024 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 Strong standard

Children make steady progress and develop well as they use their confidence and skills to explore the provision. Children refer back to knowledge they have learned as they kick balls back and forth, enjoying the interaction and developing their large muscles and coordination. Children laugh as they play with purpose, filling and emptying different-sized containers. This supports their understanding of size and measure. They transport the containers around the provision as they develop their gross motor and balancing skills. Children who may face other barriers to their learning are encouraged to use single words within their play as they listen and repeat the childminder's narration. Children are focused and engaged in their play, demonstrating their developing listening and attention skills.

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Achievement Strong standard

Children are well prepared for future transitions as they learn skills such as independence, communication and self-care routines. As a result, children are confident in washing their hands, expressing their needs and tidying up after themselves. Children are encouraged to make their own choices as they choose between a selection of different fruits to enjoy at snack time. These are all skills that will promote further learning and success.

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Curriculum and teaching Strong standard

The childminder designs an ambitious curriculum and plans daily learning to promote independence, curiosity and life skills. The childminder uses her assessments of children's development to identify next steps to support children to build on what they already know and can do. As a result, children's learning and play are purposeful and effective as they learn new skills and knowledge. For example, children enjoy filling and emptying different- sized containers with large and small resources as they develop their balance and fine motor skills. This activity links to children's interests and features in numerous areas across the provision, such as the pasta in the home corner or the sensory baskets in the cosy area, to keep children focused and engaged in their learning for longer periods.

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Curriculum and teaching Strong standard

The childminder uses every interaction to build on children's existing knowledge and understanding. Her purposeful use of language and narration helps children to consistently secure and widen their vocabulary, for example, as they listen and repeat back single words. The childminder skilfully adapts teaching during her interactions, following the child's lead to extend learning in the moment. This responsive approach keeps children highly focused and supports their sustained progress.

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Curriculum and teaching Strong standard

The childminder uses stories and songs to teach children about their different characteristics as they explore their own features. She models positive language about children's similarities and differences, helping them to feel seen and valued and develop their understanding of diversity. As a result, children feel safe as they begin to understand their unique characteristics and to celebrate these differences. The childminder adapts activities to meet the varying needs and stage of development among children as she provides mirrors for older children to identify their own features.

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Inclusion Strong standard

The childminder uses her extensive knowledge and confidence to identify children's needs swiftly. These swift responses ensure that children receive timely support that helps to close emerging gaps and strengthen their ongoing progress. The childminder is proactive in seeking advice and guidance from relevant professionals and implements their strategies into her provision effectively. Children with special educational needs and/or disabilities or those who may face barriers to their learning are supported as she rigorously and frequently assesses their stage of development. As a result, the childminder provides effective and appropriate support, having a positive impact on children's development. The childminder creates independent educational plans to provide specifically targeted support for each child, focusing on how to achieve these next steps. The plans are tailored to incorporate parental partnerships as well as linking to children's interests to ensure engagement. This

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Inclusion Strong standard

level of skilful intervention makes a consistent and demonstrable difference to children's development, as they experience specific and relevant experiences.

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Inclusion Strong standard

The childminder uses visual aids and single-word repetition to introduce new language, and she praises children as they repeat single words back, such as 'ball' and 'bubble'. The childminder has extensive knowledge of each child and responds swiftly to their needs and wants, understanding their personal cues for feeling tired or wanting a specific resource. As a result, children are engaged and focused within activities, developing their learning further.

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Behaviour, attitudes and establishing routines Expected standard

Children access the provision calmly and with respect because the childminder sets high expectations for positive behaviour. Through her curriculum, she creates opportunities for children to become respectful individuals who manage their own self-care routines and feel confident to make their own choices. She prioritises communication and independence through consistent conversation and embedded routines of handwashing, making choices and putting on their own shoes. The childminder carefully uses language to narrate to children the expectations and to engage them in the learning experiences as she adapts to their different ages and stages of development. As a result, children respond effectively and display a positive eagerness to learn. The childminder promotes attendance and punctuality with parents. However, when children arrive after the planned start of the day, it shortens learning time and weakens routines and habits that prepare children for their eventual move

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Behaviour, attitudes and establishing routines Expected standard

Children form warm and trusting bonds with the childminder as they seek her for comfort and support when needed. For example, as children prepare for sleep time, they enjoy cuddles and stories with the childminder. The childminder models positive and courteous language, which babies then repeat as they receive praise from the childminder with a sense of pride.

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Children's welfare and wellbeing Expected standard

The childminder offers a warm, secure and welcoming environment where children's wellbeing is prioritised. Children play and learn in a calm space where their needs are consistently met by the childminder, who is dedicated and nurturing. The childminder offers comfort and nurture as she sings calmly to children when they are tired. She engages in age- and stage-appropriate conversations and understands children's non-verbal cues. She responds swiftly using strategies to meet children's varying needs.

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Children's welfare and wellbeing Expected standard

Children enjoy healthy and nutritious snacks and meals. These are provided by both the childminder and parents and carers who provide food from home. The childminder works collaboratively with parents to ensure food is balanced and healthy. Children prepare for future transitions as the childminder promotes independence and teaches self-care routines. However, when children arrive late or attend inconsistently, they have less time to build the skills that support their readiness for school routines. Children take themselves for a rest in the cosy corner to read stories or play with textured sensory toys. Recognising this need for a rest allows children to make healthy choices to support their own development.

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Leadership and governance Expected standard

The childminder prioritises her own professional development as she reflects upon her provision systematically. By focusing specifically on the current cohort of children, she carefully chooses relevant training to increase her own skills and knowledge. As a result of training, the childminder adjusts her teaching strategies and/or routines to reflect her new knowledge as she notices the positive impact these changes have on children. The childminder uses feedback from parents and families, as well as from other professionals, to incorporate new strategies or ideas into her provision. The childminder constantly self- evaluates as she identifies areas for improvements and priorities based on the impact upon children. The childminder works with the local council to remain up to date with local information and is supported by an early years lead as she works collaboratively to provide a continuously developing provision.

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Leadership and governance Expected standard

The childminder engages with parents and families as she builds trusting and supportive relationships. She uses these relationships to enforce the importance of school readiness, punctuality and routine. She explains the priority of supporting children's wellbeing and discusses children's development with confidence. The childminder is knowledgeable, and parents express how supported and confident they feel in her teaching and care of children. Parents also express how much progress children make as the childminder 'keeps the children at the centre of everything so every day is a little party for children' as the childminder celebrates and shares all their achievements.

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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 at this warm and welcoming setting smiling and eager to learn and play. As calming music plays softly in the background, children relax and settle in the environment quickly as they begin their day. As a result, children are ready to learn and are confident in exploring the carefully considered activities that are waiting for them. Children observe and copy the childminder as she models turn-taking and initiates back-and-forth interactions. Children roll different-sized balls to one another as they develop their social skills and fine motor skills. Children embrace the well-structured and embedded routine, which results in a

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About this setting

Type: Childminder calm learning environment allowing children to remain focused within activities. Children thrive and flourish within this provision as they shape the childminder's planning and teaching.

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About this setting

Children are equipped with the skills needed to explore and play, as children's curiosity is sparked and encouraged for further investigation. As a result, all children are confident, independent and willing learners who demonstrate a willingness to learn in all aspects of play. Children enjoy meaningful interactions with the childminder as they listen when she asks questions and narrates children's play. This constant use of language provides lots of opportunities to experience new vocabulary. Children experience mathematical language as the childminder counts blocks when building a tower. Children listen and engage with the counting as they add additional blocks to the tower. As a result, children become confident counters in preparation for school readiness. Children enjoy the childminder's interactions as she sings, comforts and provides such a warm nature. Children are clearly adored as the childminder has extensive knowledge of their interests and stages of development.

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About this setting

Children's needs are met swiftly as the childminder responds in such a caring and nurturing manner, creating a real sense of belonging.

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Next steps

The childminder should strengthen strategies to promote attendance and punctuality so children experience the consistency they need to secure new skills for school readiness.

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About this inspection

The inspector spoke with the childminder, 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. Registration date: 17/12/2024

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Sunday : 08:30 - 17:30

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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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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

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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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