Childminder

Childminder

Unique reference number (URN): 2830705 Registered with Ofsted: 01/04/2025 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 progress well from their starting points. The childminder identifies the importance for younger children to develop their physical skills at steady rates, including those who may face barriers to learning. During settling-in sessions, the childminder identifies areas that children may need additional support with to progress well. For example, younger children are supported with taking their first steps and learning to walk. As a result, children begin to develop the fundamental physical skills they need to become increasingly mobile, supporting them to confidently explore their environment and engage in learning.

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Achievement Expected standard

Children show an interest in activities and resources focusing on maths and literacy which is extended further through conversations with the childminder during play. For example, children benefit from 1:1 support from the childminder and assistant during activities, which gives children the opportunity to engage in conversation, developing their communication and language skills further. Children are engaged in mathematics puzzles, and two- and three-year-olds begin to count in sequences, for example, up to 10. This shows that children are developing their understanding of numbers and mathematical concepts, providing them with the knowledge and skills they need for future learning.

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Behaviour, attitudes and establishing routines Expected standard

Children typically show positive behaviour in the setting. They generally understand boundaries and what is expected of them during their time at the setting. Children understand how to express their feelings and boundaries with one another and will communicate this appropriately. For example, children use words such as 'stop' with one another to express their feelings. The childminder understands the importance of reinforcing positive behaviour and is quick to step in during conflict. For example, she confidently reminds children verbally how to treat one another kindly, meaning that children begin to develop an understanding of respectful relationships and the importance of listening to and respecting one another's boundaries.

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Behaviour, attitudes and establishing routines Expected standard

Children play well together and independently in the setting. They show common interests in activities and understand the importance of sharing and taking turns. Children respond well to the childminder and seek reassurance when needed. For example, during play, children occasionally seek physical comfort from the childminder while remaining engaged in their play. This shows that children generally feel emotionally secure in their relationships with the childminder, and benefit from forming secure bonds and attachments.

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Behaviour, attitudes and establishing routines Expected standard

Occasionally, the childminder does not consistently prepare children for transitions and changes in routine, for example, through regular reminders and warnings about what is happening and what is coming next. At times, children sometimes become distressed during changes of routine. This means that children do not consistently have sufficient time to prepare and understand changes to their routines.

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Children's welfare and wellbeing Expected standard

The childminder positively supports children to develop an understanding of how to take care of themselves and their own wellbeing. For example, children typically understand the importance of washing their hands before mealtimes and sitting together to eat. Children enjoy mealtimes and engage in conversations with the childminder about making healthy food choices and where different foods come from. This means that children are developing healthy habits and an increasing awareness of how they can take care of their own health and wellbeing, as well as developing an understanding of the world around them.

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Children's welfare and wellbeing Expected standard

The childminder encourages younger children to learn about the environment in which they use for their own self-care purposes, such as where they use the toilet. Children develop an understanding of washing hands after toileting, through gentle encouragement from the childminder. As a result, children typically develop increasing independence in managing their own personal care and are given regular opportunities to learn about healthy hygiene habits.

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Children's welfare and wellbeing Expected standard

Children have regular access to outdoor learning in the garden. They enjoy playing outdoors and exploring the resources that are on offer to them, such as climbing frames and sand pits. The childminder ensures that children have daily opportunities for outdoor play and provides appropriate clothing, ensuring they can explore the outdoors in all weathers. This means that children benefit from regular physical activity to positively impact their health and wellbeing.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of the curriculum and what it is she would like children to achieve, including those who may face barriers to learning. The childminder and assistant understand the importance of taking time to get to know children well, including their interests, and use this knowledge to plan meaningful learning experiences. For example, they recognise that children enjoy exploring sensory resources, such as oats, and provide these experiences regularly. Mathematics is incorporated into sensory play, such as providing different sized pouring equipment for children to expand their knowledge of capacities and measurements, while encouraging them to explore different textures. This helps children to engage in meaningful learning experiences that build on their interests and support them to develop their knowledge across different areas of learning.

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Curriculum and teaching Expected standard

The childminder understands the importance of ensuring activities and resources are accessible to children of all ages, including those who may face barriers to learning. For example, younger children will sometimes participate in activities in highchairs, enabling them to be involved in play experiences alongside older children. This gives children of all ages and abilities equal opportunities to learn.

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Curriculum and teaching Expected standard

Occasionally, children become disengaged in the activities and resources that are on offer to them. The childminder does not always respond promptly to children becoming disengaged during play and recognising the need for adaptations in their learning experiences. This means that children do not always have opportunities to remain engaged in purposeful learning that builds on their interests and develops their skills further.

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Inclusion Expected standard

The childminder quickly identifies the needs of children who may face barriers to learning. The childminder values open communication with parents to ensure that barriers are identified and assessed appropriately, to ensure children continue to achieve. For example, the childminder supports parents with referrals to external professionals, such as speech and language therapists, to ensure children are receiving appropriate support for them to make steady progress at the setting. The childminder and assistant take time to get to know children's individual needs, and use settling-in periods to support with this. This helps the childminder to identify children's current stages of learning and where they may need further support. As a result, children, including those who may face barriers to learning, receive support tailored specifically to their needs to support their progress.

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Inclusion Expected standard

The childminder identifies how additional funding can be used effectively to support children's development, including those who may face barriers to learning. For example, the childminder considers children's individual interests and needs when deciding how funding can be used. This includes purchasing sensory resources that support children to engage in their learning and develop their skills further. This means that the childminder understands the importance of additional funding being used appropriately to reduce potential barriers to learning.

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Leadership and governance Expected standard

The childminder has a positive understanding of her role as leader of the setting and ensures that appropriate support is in place for those working with her, including assistants. She completes regular supervisions with assistants, which promote open and honest communication. The childminder and assistant have a positive working relationship and feel confident to discuss their strengths, areas for improvement and any ongoing concerns. For example, the childminder has identified that she and her assistant would benefit from additional training in specific areas, such as special educational needs and/or disabilities. As a result, staff feel valued and supported in their roles and can continually reflect on and improve their practice.

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Leadership and governance Expected standard

The childminder works well at identifying children's current progress in development and where children need additional support in their learning. She conducts regular meetings with her assistant to discuss children's specific learning points and puts appropriate plans in place for next steps. The childminder regularly communicates with parents to identify children's current stages of learning and development, helping to ensure consistency in children's experiences at the setting and at home. Parents speak positively about the childminder and benefit from open communication and regular updates about their children's progress. As a result, parents feel well informed about their children's learning and development and are able to work in partnership with the childminder to support their children's continued progress.

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Leadership and governance Expected standard

The childminder seeks support from local childminding groups and uses opportunities in the wider community to develop her practice. Regular outings and communication with other professionals enable her to share ideas, experiences and advice with other childminders, supporting ongoing professional development.

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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

The children arrive at a nurturing setting with a home-from-home environment. The children are greeted by the childminder who is welcoming and friendly. The children show excitement to step into the setting and quickly begin to explore the resources and environment around them. Children enjoy playing with one another, as well as independently. They enjoy exploring their environment and show curiosity in the resources and activities that are available. Children gravitate towards activities that reflect their individual interests, such as

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About this setting

musical instruments and puzzles. This means children are motivated to engage in activities that they enjoy and can make choices about how they spend their time. As a result, they begin to learn how to develop their independence in decision making.

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About this setting

Children generally achieve at their own pace. Children who may face barriers to learning are given opportunities to progress and develop their skills through access to a range of resources. For example, children show a love of puzzles involving shapes and numbers. These resources are readily accessible, enabling children to independently choose activities that interest them and build on their mathematical skills through play. This means that children are typically motivated to learn.

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About this setting

When children begin at the setting, their starting points are understood well by the childminder. The childminder has a positive understanding of what children can do, and how they can progress on to their next stages of learning. Throughout their time at the setting, children develop their skills well. The importance of regular attendance is promoted well. For example, the childminder follows up with parents when children's attendance is inconsistent, ensuring that the importance of regular attendance is understood by parents.

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Next steps

The childminder should further develop her understanding of children's interests to adapt and extend learning experiences, so that children remain engaged and appropriately challenged. The childminder should consistently prepare children for transitions and changes in routine, using appropriate cues to help children understand what is happening and what will happen next.

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About this inspection

The inspector spoke with the childminder 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. Unique reference number (URN): 2830705

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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

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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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