Childminder

Childminder

Unique reference number (URN): EY104287 Registered with Ofsted: 11/10/2001 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 typically make suitable progress from their starting points and develop the knowledge and skills they need for their next stage of development. They access activities that expose them to all areas of learning. Children, including those who face barriers to learning, show sustained focus and positive attitudes to learning when engaging with activities of their choosing. Parents report noticeable improvement in children's speech, confidence and independence, demonstrating the positive impact of the support they receive.

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Achievement Expected standard

Children develop confidence as the childminder encourages them to try things for themselves. For example, some children know how to put their shoes and coats on ready for outside play.

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Achievement Expected standard

The children have a good understanding of expected behaviours and are kind to their friends. They are polite and treat one another with respect. Children form positive relationships with peers, playing together. For example, they work together to tidy up toys in preparation for the transition to lunch. Children learn to share and take turns to build secure emotional resilience and empathy with careful guidance from the childminder and her assistant.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates an environment where children thrive and achieve. She is well attuned to their individualism and celebrates this through the activities she provides. The childminder considers children's ages, stages of development and individual circumstances appropriately when supporting behaviour and routines. Flexible session arrangements and close communication with parents help children develop confidence and emotional security. Parents report that children are excited to attend and see the childminder and her assistant. The childminder is quick to identify non-attendance and acts swiftly in collaboration with families to support them. This approach supports a secure foundation for regular attendance as children move on to school.

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Behaviour, attitudes and establishing routines Expected standard

Warm, trusting relationships ensure children follow routines that are well rooted in high expectations. Children are encouraged to use good manners such as saying 'please' and 'thank you. They take turns and help tidy away resources. The childminder and assistant are positive role models and, as a result, children typically demonstrate good behaviour and have a sense of belonging. For instance, they warmly include new adults in their play and excitedly show them resources. The children typically show positive attitudes to learning and, with the ongoing support of the childminder, they show suitable levels of perseverance. When children encounter problems, they tackle them both independently and together as a team. Any disputes are dealt with promptly. The clear boundaries set by the childminder offer a fair and nurturing response, which children are responsive to.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are well supported through secure care practices and nurturing interactions. Children develop close attachments with the childminder and her assistant, which helps them feel safe, reassured and emotionally secure. The childminder establishes a culture where children can express their emotions and learn how to manage them.

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Children's welfare and wellbeing Expected standard

The childminder and assistant work together to closely supervise the children throughout daily routines while promoting independence. For example, the oldest children use the toilet without support and wash their hands after use. The childminder typically helps children to understand the benefit food has for their bodies through conversations at mealtimes. For example, they show their muscles as they are told it makes them strong. This creates a solid foundation for adopting healthy habits. The childminder ensures children's dietary requirements are closely followed while ensuring a balanced diet.

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Children's welfare and wellbeing Expected standard

The childminder follows children's individual routines. For example, she feeds babies their milk and recognises when they need a rest. She monitors children while they sleep to ensure their safety. The youngest children are increasingly independent in their sleep routines. Parents express confidence in the childminder's care, noting that she understands their child's routines, preferences and needs. The childminder ensures that children feel safe and supported, reinforcing children's sense of belonging.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that reflects the children's interests and everyday experiences. She includes lots of visits and trips within the community, such as visits to local parks, playgroups and children's sessions to enrich the offering. This supports children's independence and understanding of the world while building confidence in new situations. Parents praise the communication and updates they receive throughout the day informing them of the learning opportunities their children receive.

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Curriculum and teaching Expected standard

Teaching is appropriate and supports children's needs, with physical development as a strength. For example, gross motor skills are developed through enhancements within the provision. Children access see-saws and ride-on vehicles as well as using scooters and building with bricks, saying, 'I'm building a transformer.' The childminder places an emphasis on children's personal, social and emotional development through everyday routines that promote independence. For example, children explain 'We get our own chairs for the table when we eat.'

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Curriculum and teaching Expected standard

Children benefit from positive interactions that support their communication and language. The childminder and assistant engage them in conversations during play, snack times and daily routines. However, the language and learning are not consistently extended. As a result, opportunities to extend skills and deepen learning through interactions are occasionally limited. Children are confident to try new vocabulary and share what they are doing in their play. For example, during imaginative play, a younger child exclaims, 'There's an emergency!'

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Inclusion Expected standard

The childminder creates a caring and inclusive environment where children's uniqueness is well known and celebrated. Both she and her assistant demonstrate a secure understanding of the children's interests, developmental stages and individual needs. This knowledge is used to support children's learning and wellbeing. Children benefit from the positive relationships they have secured. This ensures they feel confident, valued and included in all aspects of the setting.

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Inclusion Expected standard

The childminder monitors the children's development and any emerging needs through ongoing observations, discussions with families and by tracking progress. She typically identifies appropriate next steps and uses everyday experiences, stories, singing and interactions to support children's progress. For example, she supports children with early language by modelling vocabulary back to them. This encourages their early communication attempts, such as saying 'boc boc' for bottle.

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Inclusion Expected standard

The childminder's knowledge and understanding of how best to use external professional support are evident. She knows how additional support builds trust and offers a shared understanding with her families. Parents and carers speak positively about the communication they receive and the progress their children make. This collaborative approach ensures all children, including those facing barriers to their learning, receive the support that reflects their individual needs. The childminder and assistant help them make progress from their starting points, meaning all children thrive in their care.

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Leadership and governance Expected standard

The childminder holds the children's best interests at the heart of all decisions she makes. She is calm and nurturing, meaning children feel safe in her care. The childminder thoughtfully guides her assistants to embed routines that support the children to thrive and develop independence.

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Leadership and governance Expected standard

The childminder evaluates her provision depending upon her cohort and makes adaptations to ensure inclusivity for children who attend. This means all children, including those facing barriers to learning, can be successful. The childminder understands the importance of effective working relationships with families. Parents state they are kept well informed and are supported by the childminder to ensure their children's successful learning and development. They share their delight and gratitude for the ongoing support the childminder provides. The childminder understands the importance of seeking external support for those who face barriers to learning. This joined-up approach helps to ensure that children make progress across all areas of learning.

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Leadership and governance Expected standard

The childminder recognises what is working well within her setting and the areas she wishes to develop further. She reflects on her practice and understands the need to further develop a more robust professional development programme for her and her assistants. This will ensure their knowledge and understanding remain highly relevant and will support consistency in high-quality teaching. The childminder keeps herself updated on recent changes in legislation, including safer sleeping. This means her provision is meeting these requirements. The childminder helps children to learn about their community and has formed partnerships with local childminders. They attend toddler groups together, helping children develop socialisation skills in larger groups. This suitably prepares children for their transition to school.

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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 benefit from the welcoming environment the childminder creates. They demonstrate confidence as they introduce themselves and engage with activities on offer. Children develop secure relationships with the warm and caring childminder and assistant. This helps them to settle as they feel safe and secure. The childminder prepares the environment and thoughtfully organises trips to match the children's interests. For example, they buy tickets at the train station and take rides on the train to nearby towns.

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

Children's emotional wellbeing is supported effectively. Children receive support to develop their personal skills, enabling them to flourish. For example, when they feel uncertain or unhappy they have cuddles and reassurance and quickly return to play. Children enjoy the fun activities the childminder sets up for them based on their interests and next steps in learning. They confidently make choices and lead their own learning. For example, children sit together on the mat outside with old phones and talk to each other. Children show natural curiosity, motivation and positive attitudes towards their learning and exploration. For example, the youngest children show motivation to climb and smile as they splash in puddles.

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

Children typically develop their knowledge across the curriculum, including those who face barriers to learning. Although the childminder does not currently care for any children with special educational needs and/or disabilities, she shares her knowledge and understanding of how to identify and access support when needed.

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

Children develop independence through well-embedded routines. They wash their hands before and after eating, attend to their own toileting needs, help to tidy and seek out resources. This helps children build fundamental skills for their future learning. Children's safety and welfare are promoted well. Furthermore, children's attendance and punctuality are monitored carefully. This helps children and families to begin to develop positive habits for the future.

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Next steps

The childminder should ensure she develops a detailed plan for professional development opportunities for herself and her assistants to continue to build on the knowledge and understanding they have to support children in their care. The childminder should make the most of every interaction as an opportunity for high- quality teaching to consistently extend and challenge new learning, language and vocabulary.

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About this inspection

The inspector spoke with the childminder, assistant, 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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

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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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