Richardson, Nicola

Childminder

Unique reference number (URN): 2798047 Registered with Ofsted: 06/09/2024 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 Expected standard

Children typically make progress in their learning and development across all areas, including those that may face barriers to their learning. Children show enthusiasm as they explore their environment with interest. They receive support to develop focus in their play.

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Achievement Expected standard

Children are prepared for the next stage of their education. For example, they build on their self-care skills. They receive encouragement to manage tasks for themselves, such as learning to use the toilet and how to put their shoes on. Children gain a sense of responsibility as they learn to tidy away toys to keep the play area safe.

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Achievement Expected standard

Children make progress with their language skills and try and communicate their needs. They develop effective social skills, which helps them to form positive friendships and thoroughly enjoy a wide range of activities that supports their physical development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a nurturing and home-from-home environment where children feel safe, have fun and develop positive relationships. She promotes a positive 'can-do' attitude, supporting children's confidence and self-esteem. The childminder models positive manners, encouraging children to use polite language, such as 'please' and 'thank you'. She uses positive praise to recognise children's efforts. The childminder supports children to share and play cooperatively. For example, she encourages children to use the see-saw together, supporting cooperation, turn-taking and consideration for others.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well at the setting. They listen and respond positively to instructions. The childminder establishes clear routines and helps children to understand what is expected of them throughout the day. She encourages children to tidy away toys and uses positive praise to motivate them to take part. This helps children to understand how to care for their environment and keep it safe. Most routines are organised effectively. However, the organisation of mealtimes does not always ensure that all children have regular opportunities to develop their independence. As a result, younger children do not consistently have the same opportunities as older children to develop their self-care and practical skills during mealtimes. The childminder monitors children's attendance effectively. She maintains a daily register and follows clear processes to follow up when children do not attend.

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Children's welfare and wellbeing Expected standard

The childminder meets children's individual care needs well. She takes time to understand children's routines, interests, family circumstances and individual needs before they start. The childminder offers settling-in sessions and uses an 'all about me' form to gather key information. This includes how children are comforted and their family arrangements, interests, allergies and dietary requirements. The childminder uses this information effectively to provide consistent care and help children to develop secure bonds with her. Children independently wash their hands before eating at an accessible handwashing station and pour their own drinks. The childminder regularly prompts children to recognise when they need to use the potty, helping them develop awareness of their personal care needs. She also considers children's individual sleep and rest requirements and adapts routines to ensure that they are well rested and ready to learn and play.

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Children's welfare and wellbeing Expected standard

The childminder understands the importance of monitoring children's welfare. She records existing injuries when children arrive and monitors these appropriately. The childminder follows safer eating practices and models expected behaviour, reminding children to remain seated while eating. However, she does not always make the most of mealtimes to teach children about healthy food choices and develop their understanding of healthy eating.

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Curriculum and teaching Expected standard

The childminder typically provides a broad and varied curriculum that responds to children's ages, interests and learning needs. She reflects on how activities can be adapted to ensure that all children can participate. The childminder tracks children's learning effectively, using observations to assess their progress and identify suitable next steps.

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Curriculum and teaching Expected standard

The childminder typically supports children's communication and language throughout their play. She narrates what children are doing and introduces new vocabulary, such as 'spoon' while children are playing in the mud kitchen. In the main, she uses purposeful questions to extend children's thinking. The childminder recognises the importance of books and stories in developing communication and language. She makes books readily available and regularly shares stories with children. She reads with enthusiasm and animation, capturing children's attention and encouraging their involvement. She extends vocabulary by discussing animals, imitating their sounds and encouraging children to talk about their pets at home.

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Curriculum and teaching Expected standard

Children develop mathematical understanding through play. They explore size by identifying the 'big pig' and develop concepts of quantity and measurement through scooping and pouring dried pasta. The childminder extends children's learning through encouraging them to count shells. Children develop physical skills through active outdoor play, practising kicking, throwing, catching and bouncing balls. In the main, the childminder adapts activities to support their abilities to help children make continued progress.

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Inclusion Expected standard

The childminder has high expectations for all children and demonstrates a positive commitment to inclusion. She works with parents and carers and external professionals to identify and respond to children's individual needs. For example, the childminder works with speech and language therapists and implements agreed strategies to support children with suspected developmental delay. However, on some occasions, the childminder does not consistently identify support swiftly enough. This does not ensure that appropriate strategies are in place before children transition to the next stage of their education.

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Inclusion Expected standard

The childminder recognises children's individual communication needs and adapts her practice accordingly. For children who speak English as an additional language, she uses key words from their home languages and displays simple vocabulary throughout the setting. The childminder also uses photos, symbols and objects of reference to support children's understanding of routines and their communication.

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Inclusion Expected standard

The childminder supports children through changes in their home circumstances, such as new siblings arriving, by using books and role play to help them understand and manage new experiences. The childminder takes time to learn about children's families and uses this knowledge to celebrate their individuality. She provides resources that reflect diversity, including dolls using wheelchairs. The childminder uses discussions about different cultures and experiences to help children feel valued, develop respect for differences and strengthen their sense of belonging.

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Leadership and governance Expected standard

The childminder undertakes a range of training to develop her knowledge and refine her practice. For example, she has used her training in mathematics to strengthen her teaching and support children to develop their mathematical understanding. The childminder also meets regularly with other childminders to share ideas, reflect on practice and strengthen her provision.

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Leadership and governance Expected standard

Parents and carers speak highly of the childminder. They value her commitment to ensuring that every child feels welcomed, included and valued. Parents praise the quality of the childminder's teaching and support, which enables their children to flourish. They have confidence that she provides an appropriate balance of encouragement and opportunities for children to explore and learn. The childminder maintains regular communication with parents through a daily communication book and monthly newsletters. These share information about children's experiences, current learning themes and planned activities.

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Leadership and governance Expected standard

The childminder works with parents to share children's progress and next steps, helping to promote continuity between home and the setting. She involves parents in reviewing their children's development and works with other settings to support transitions. However, she does not always identify and discuss potential developmental delays with parents swiftly enough. This can sometimes delay opportunities to put appropriate support and strategies in place for children.

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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 thoroughly enjoy their time at this warm and inviting setting. The childminder builds secure relationships with children, helping them to settle quickly. Children feel safe, welcomed and valued. The childminder knows children well. She plans experiences that reflect children's individual interests, developmental needs and next steps. This helps children to develop confidence and a sense of belonging.

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

Children benefit from an engaging and child-centred environment where they can independently choose from a wide range of accessible and purposeful resources. The

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About this setting

childminder organises books, toys and activities clearly, using pictures and words to support children's access. Children confidently make choices about their play and become deeply involved in their experiences. They use farm animals and small-world resources to develop their imaginations and role play, including taking on different characters, such as superheroes. When children play with dolls and babies, they develop their imaginative play. Children strengthen their mathematical understanding during counting activities. They develop the muscles in their hands as they manipulate building blocks.

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About this setting

The childminder joins children in their play and uses skilful interactions to extend their learning. Children develop their listening and understanding through simple games, such as 'red light, green light', while riding on cars. The childminder introduces 'orange light' to encourage children to slow down and help them understand new language and concepts. Children also extend their learning through experiences and outings, including visits to farms, libraries, playgroups and local parks. They develop an understanding of the natural world as they plant and care for sunflowers and cucumbers. These varied experiences and positive interactions enable children to build knowledge, skills and confidence across the curriculum. Children benefit from thoughtful support that reflects their individual needs. This enables them to flourish and develop the skills they need for their next stage of learning.

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Next steps

The childminder should enhance the organisation of mealtime routines to support children to become increasingly independent, and develop children's understanding of the foods they are eating to support children to make healthy choices. The childminder should improve the prompt identification and share concerns about children's development with parents and professionals, so that appropriate support can be put in place, particularly before children transition to school.

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About this inspection

The inspector spoke with the childminder and children 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): 2798047

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About this inspection

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

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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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