Malcom, Janet

Childminder

Unique reference number (URN): 2816804 Registered with Ofsted: 21/02/2025 Registers: EYR, CCR

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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 have a positive attitude towards their learning and are achieving well across the areas of development. They communicate extremely well, particularly when discussing topics that interest them. For example, children engage in conversations with the childminder about the lavender plants, including noticing the absence of the bees that are usually around them. They confidently engage in two-way conversations, listening and responding appropriately. Children demonstrate extensive knowledge about the world around them and are developing well across all areas of learning and development.

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Achievement Strong standard

Children confidently take appropriate risks and understand how to keep themselves safe. For example, they know to look both ways before crossing the road. They are resilient and determined and sustain their focus for extended periods when engaged in activities of their choosing. Children use their imagination to develop storylines and involve others in their play. For example, they create an ice-cream shop where they sell ice creams to their friends and the childminder.

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Achievement Strong standard

Children are increasingly independent and are encouraged to have a go for themselves. The childminder provides appropriate support and encouragement, for example prompting children to put on their own shoes. As a result, children develop confidence in their own abilities and take pride in what they can achieve.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is excellent. The childminder encourages children to share and take turns and supports them to develop the skills to negotiate. For example, children swap toys so that others can have a turn or wait patiently for their turn. The childminder teaches babies about using their 'kind hands', which they respond to positively. Older children show care and concern for others. The childminder responds promptly to behaviour and maintains high expectations. Children listen to and follow her directions, including those that help them to keep themselves safe. They have positive attitudes towards their learning and readily follow the expectations and rules of the setting.

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Behaviour, attitudes and establishing routines Strong standard

Children know the routines extremely well and transition easily between activities. Routines are firmly established and provide children with a predictable structure to their day. For example, children willingly go to the changing mat when it is time for their nappy to be changed and sit happily at the table for meals. The childminder follows safe eating practices and uses mealtimes to develop children's social skills. Children demonstrate very good manners and respond positively to reminders to say 'please' and 'thank you'. They have developed an understanding of being kind and respectful towards others and are extremely settled in this calm and welcoming environment.

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Behaviour, attitudes and establishing routines Strong standard

The childminder maintains accurate attendance records and works closely with parents to ensure that she is informed when children are absent. Secure two-way communication helps to ensure children's safety and wellbeing. She has developed highly positive and trusting partnerships with families, supporting continuity of care between home and the setting.

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Curriculum and teaching Strong standard

The childminder provides a high-quality, ambitious curriculum. She uses her extensive knowledge and experience to plan highly stimulating and exciting activities. She assesses children regularly to ensure that they are making progress in their learning and development. For example, she tracks children's progress against developmental benchmarks. The childminder provides a wealth of opportunities for children across the 7 areas of learning and development, following their individual interests. As a result, children demonstrate a genuine love of learning.

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Curriculum and teaching Strong standard

The childminder uses highly effective techniques to enhance children's communication and language skills. For example, she models, repeats, extends and uses questioning to develop children's existing skills. She encourages a love of books and consistently reads to the children. She also sings nursery rhymes, which children confidently join in with independently. For instance, children sing 'There are ten in the bed' using visual prompts and actions. This also supports their mathematical development as children develop an understanding of number. Children confidently count and some recognise numerals. They also demonstrate extensive knowledge of colours, shapes and positional language. For example, children identify that their shadows are behind them. Children are developing the knowledge and skills they need to prepare for their next stage of learning, including starting school.

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Curriculum and teaching Strong standard

The childminder provides highly stimulating activities to support children's physical development. For example, children visit the local park, where they climb, balance and move confidently in a range of ways. Babies have opportunities to cruise around furniture and develop their walking using push-along toys, such as play prams. Children have also developed highly effective fine motor skills through the activities provided. They confidently use one-handed tools to manipulate materials and demonstrate increasing control and coordination.

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Children's welfare and wellbeing Expected standard

The childminder prioritises children's welfare and wellbeing. She provides a safe, stimulating environment where children can independently access a wide range of resources. She regularly risk assesses the environment to identify and minimise potential hazards, including when children visit the local community. The childminder ensures that children have regular opportunities for physical activity. For example, they walk to the local park, where they move in a range of ways and develop their physical skills. Children also enjoy using the childminder's garden, where they explore through their senses. They play with sand, listen to sounds in the environment and smell flowers. Children are happy, safe and secure in the childminder's care.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy habits effectively. She follows safer sleep and safer eating requirements and encourages children to wash their hands before eating and drink water regularly throughout the day. Children are developing an understanding of why these routines are important, although they do not yet consistently manage their own personal care needs independently. The childminder talks to children and families about healthy eating and encourages families to provide nutritious meals, which they do. As a result, children benefit from healthy routines and develop positive attitudes towards their health and wellbeing.

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Inclusion Expected standard

Although, the childminder has currently no children with special educational needs and/or disabilities (SEND), she demonstrates an understanding of the importance of providing an inclusive setting and early intervention. She has received training, so she can swiftly identify if children have SEND. For example, the childminder has attended training on inclusion and autism. She leads an inclusive setting, which ensures that all children have access to the same opportunities. For example, she adapts the tasks to make them achievable for all. She understands that each child is unique and they all learn in different ways. All children continue to make secure and sustained progress in their learning and development.

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Inclusion Expected standard

The childminder knows the children well and has secure relationships with their families. She knows where each child is in their development and what they need to learn to develop further. The childminder allows for children to experience new prospects. For example, she takes them out into the local community. She has very high expectations of what children can learn and achieve. The childminder has not yet needed to seek support from external agencies to support the children in her care but knows where to go for advice and support. All children have a positive approach to their learning and enjoy the experiences on offer.

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Leadership and governance Expected standard

The childminder consistently updates her knowledge and develops her professional skills. She identifies professional development as an important part of her practice. For example, she has completed training on early years updates, reflective practice and supporting families who receive additional funding. The childminder provides support to meet children's personal care needs. However, children are not yet consistently supported to develop the knowledge and independence they need to manage their own personal care. For example, children do not yet fully understand the importance of drinking regularly to maintain their health and wellbeing.

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Leadership and governance Expected standard

The childminder regularly reviews her policies, adapts risk assessments and reflects on her practice. For example, she routinely checks equipment and the environments that children access to identify and minimise potential risks. She communicates effectively with other settings that children attend, sharing relevant information to support continuity in their care, welfare and development.

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Leadership and governance Expected standard

The childminder has developed highly positive partnerships with parents and carers. Parents are very pleased with the care their children receive and value the range of experiences and opportunities provided. They report that their children are making good progress in their development and benefit from new and varied experiences. Parents describe the childminder as warm, welcoming and patient, reflecting the trusting relationships she has developed with families.

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

Children excitedly join the childminder in her 'home away from home'. They settle quickly and relish the opportunities available to them. The childminder thoughtfully provides activities to enhance their learning while following their interests. For example, children enjoy playing with cars in the car garage and animals in the farm. Children have a love of learning because they find learning fun. The childminder plays alongside them, extending their knowledge and understanding. For instance, children have been learning about the life cycle of a butterfly. Children are achieving well and are well prepared for the next stage of their learning.

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

Children have a 'can-do' attitude towards the opportunities on offer. They try their best, persevere and solve problems. For example, children follow pictured instructions to create models using 3D magnetic shapes. They show great pride in their achievements and respond positively to the childminder's praise and encouragement. Children make significant progress from their individual starting points. They benefit from experiences they may not otherwise have, such as visiting the local marina to explore different types of boats. The childminder recognises that every child is unique and develops at their own pace. Children flourish in her care.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this setting

Local authority: Hampshire Children have developed warm, trusting relationships with the childminder and confidently seek her out for support when needed. They express their wants and needs, and the childminder responds promptly and sensitively. She knows the children extremely well and consistently meets their individual needs. Children are learning to be kind and respectful towards one another and are developing an understanding of the importance of sharing. They have a secure sense of belonging and are happy and safe in the childminder's care.

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Next steps

The childminder should continue to support children to understand the importance of managing their own personal needs.

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About this inspection

The inspector spoke with the childminder and children and received feedback from 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.

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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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