Childminder

Childminder

Unique reference number (URN): 135705 Registered with Ofsted: 22/12/1992 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

Young children make steady and consistent progress and meet the expected standards for their ages and stages of development. They show confidence, curiosity and enthusiasm for learning. Children are focused and engaged across a wide range of activities. For example, children select from a variety of paintbrushes in the garden. They concentrate on the images they create with water on the paving stones. Children choose and recognise different chalk colours to add detail. They show careful attention and creativity in what they achieve. However, more time is needed to allow children time to firmly set their learning and process what they are doing in order to maximise their learning.

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Achievement Expected standard

Children demonstrate that they receive effective learning as they explore independently, maintain focus and show persistence when faced with new tasks. For example, children are eager to help make a table, and they persevere with the task until the legs are secure. They learn to negotiate and cooperate so that all children are included in the activity.

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Achievement Expected standard

Children develop increasing independence through everyday routines, such as putting on their shoes, selecting their beakers and clearly communicating their needs to the childminder and any assistants she works with. These positive attitudes and emerging self- help skills support children's ongoing development and prepare them well for their next stages of learning and development.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from the childminder's enthusiastic and kind approach, which supports their positive behaviour and the development of positive manners. Children receive encouragement to collaborate, share resources and play cooperatively. They develop social skills and an understanding of how their behaviour affects others. The childminder uses books and carpet time to allow children to express how they feel and value each other. She consistently reinforces children's positive behaviour and achievements through praise. This helps children to feel valued and confident. This also promotes secure relationships and helps children to build essential social skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder shares relevant information with parents and carers. She works closely with parents so that children receive consistent care. Children are relaxed and confident as they move around the childminder's home, selecting accessible play equipment that interests and engages them. Children demonstrate independence and understand routines. This includes preparing to go outside and helping to tidy up, which contributes to their sense of achievement.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of consistent attendance in establishing secure routines and positive habits. She gathers information during settling-in sessions and tailors what she provides to children's individual needs, making reasonable adjustments to ensure that all children can achieve.

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Children's welfare and wellbeing Expected standard

The childminder implements policies and procedures that promote children's welfare and follows individual routines effectively. Children know when it is snack time and eagerly prepare by tidying away their toys. They count how many chairs they need and take turns to select pieces of fruit.

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Children's welfare and wellbeing Expected standard

The childminder provides appropriate snacks, monitors children's safety while they sleep and responds attentively to their needs. This results in children showing secure levels of wellbeing and comfort. The childminder listens carefully to each child and adapts the flow of the day to reflect how they feel. She adjusts activities to match their energy levels and ensures that experiences are also matched appropriately.

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Children's welfare and wellbeing Expected standard

Children begin to manage their personal needs with her support. Younger children alert her when they need the potty. The childminder provides clear guidance to help them to complete the task. For example, she shows children the potty and helps them where needed. The childminder works closely with families regarding children's dietary needs and carefully prepares food in ways that reduce the risk of choking. Her practice remains flexible to meet the needs of children with barriers to learning. She continues to broaden her knowledge to strengthen children's welfare and wellbeing.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that typically helps children to learn well and develop new skills. She plans activities well, as she monitors children's progress so that she can build on what they already know. The childminder has a secure understanding of early education and child development. This helps children to get ready for their next stage of learning, including school.

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Curriculum and teaching Expected standard

The environment is nurturing, inclusive and well organised. Children become more independent, and enjoy their learning. They practise everyday skills, such as dressing themselves, peeling fruit, pouring drinks, tidying toys and sorting and recycling. The childminder generally weaves literacy through daily activities, helping children to develop a love of books. She teaches mathematics clearly so that all children can access the full curriculum. For example, children collect coloured dinosaurs and place them in the correct coloured bowl. Younger children count with older children how many they have collected. They consider what happens if they take one dinosaur away.

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Curriculum and teaching Expected standard

Children learn about similarities and differences and celebrate a range of cultures. For example, children learn about events such as Lunar New Year. Children receive encouragement to recognise what makes them unique, building confidence and self- awareness. The childminder identifies when children need extra help and works with parents and carers and professionals to meet their individual needs.

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Inclusion Expected standard

The childminder's consistent practice meets the needs of all children and helps to reduce barriers to their learning. She quickly identifies when children require additional support and carries out early and accurate assessments. This means that any concerns are picked up promptly and children can access the right support and resources.

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Inclusion Expected standard

Children benefit from the childminder's close working relationships with parents and carers. This partnership ensures that support is consistent and tailored to each child, helping them to make steady progress and feel confident. Regular communication with parents also helps children to experience continuity between home and the childminder's setting.

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Inclusion Expected standard

The childminder understands that some children, especially those who need extra help with communication and language, require additional strategies to develop their skills. She ensures that children have additional opportunities to hear and say words. For example, the childminder provides focused time with children, with props, books, songs and rhymes. However, on occasion, she does not provide further time to allow and enable children to absorb, think and respond to comments and questions. Consequently, children do not always make progress in their learning as well as they could.

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Inclusion Expected standard

Overall, the childminder creates a safe, welcoming and nurturing environment where children are valued as individuals. She continues to strengthen her inclusive practice by maintaining early identification and assessment to ensure that all children achieve their potential and enjoy their learning.

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Leadership and governance Expected standard

Since the last inspection, there has been significant improvement that addresses the areas previously identified for development. The childminder has considered what she wants to work on to ensure children's safety, learning and wellbeing, which are always of the highest priority. She has a secure understanding of statutory requirements and makes sure that these are met consistently.

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Leadership and governance Expected standard

The childminder uses self-evaluation and ongoing monitoring to review the quality of her practice and identify areas for improvement. For example, she recognises the need to provide further opportunities for children to respond and contribute by allowing sufficient time for them to listen, think and formulate their responses before she intervenes.

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Leadership and governance Expected standard

The childminder's communication with parents and carers is open and professional. The childminder works in partnership with families and external agencies to ensure children receive timely support when needed. She maintains correct and accurate records and uses information effectively to plan for children's progress.

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Leadership and governance Expected standard

The childminder makes decisions in the best interests of children. She uses resources appropriately and supports children well. The childminder responds promptly to concerns, acts on feedback and demonstrates a commitment to continuous improvement.

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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 spend their day in a calm and caring environment, where they feel safe and well supported. The childminder responds gently to each child and adapts routines to match what happens at home. For example, the childminder works with parents and carers to keep the same potty-training routine. This helps children to feel settled and confident.

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

Children enjoy regular routines that help them feel secure. They form close relationships that give them a deep sense of belonging. Children play happily together, share toys and

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About this setting

Unique reference number (URN): 135705 show kindness. For example, they enthusiastically hug each other and give 'high fives' to celebrate each other's achievements.

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About this setting

Younger children can watch group activities first and join in when they feel ready. For example, as older children play animal lotto, younger children reinforce their learning of animal sounds and names. This helps them to feel confident at their own pace. Children enjoy a range of activities that encourage exploration and early learning. They learn to recycle their banana skins and why that is important. They benefit from the childminder sitting with them, offering reassurance and simple explanations. This helps children to understand actions and outcomes and supports their early communication.

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About this setting

At snack time, younger children practise taking turns with gentle support from the childminder. They take turns to turn the page of a book and wait to choose a song at song time. Care routines, such as potty training and toileting, are calm and respectful. Children know to alert the childminder that they are ready. The childminder is attentive and quick to respond. This helps children to feel emotionally secure. As a result, children feel valued and make steady progress in their learning and development.

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Next steps

The childminder should provide further opportunities for children to respond and contribute by allowing sufficient time for them to listen, think and formulate their responses before intervening.

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About this inspection

The inspector spoke with the childminder, her assistant, and 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:30 - 19:00

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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

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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