Childminder

Childminder

Unique reference number (URN): EY384277 Registered with Ofsted: 13/12/2008 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 make steady progress in all areas of their learning in relation to their individual starting points. The childminder supports children's development effectively, ensuring that learning experiences are appropriately matched to their individual needs. Children's language and communication skills generally develop well. Children are sociable and enjoy engaging with the childminder and their peers. They learn to cooperate with others, take turns and play alongside each other, developing their social skills.

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Achievement Expected standard

Children develop an understanding of simple mathematical concepts, including counting and comparing size and shape. They use mathematical language spontaneously during their play and learning experiences. Children show increasing confidence and independence as they develop self-care skills and learn to manage simple personal tasks. These experiences provide children with the skills they need for their next stage of learning, including moving on to nursery or school.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes towards their learning. They play cooperatively and demonstrate kindness towards one another. Older children support younger children during play and routines, modelling respectful behaviour. Younger children begin to understand the concept of sharing and talk about taking turns, showing early awareness of how everyone can be included in play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear routines that help children understand what will happen next. She explains transitions so children know what to expect, which supports a calm environment. Following the childminder's recent professional learning on children's emotional wellbeing, she has focused more on supporting children's emotional needs to support closer bonds. Children subsequently demonstrate that they feel secure and settled in the home setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages safe and considerate play. She reminds children how to use resources safely, such as holding scissors correctly, and talks to them about preventing accidents. She praises positive behaviour and uses simple phrases, such as 'caring is sharing', to reinforce expectations. Children are polite and supported well to use good manners during play and mealtimes.

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Behaviour, attitudes and establishing routines Expected standard

The childminder maintains effective communication with parents and carers. Parents keep her informed about children's attendance, and the childminder encourages regular attendance to support children's learning. The childminder's inclusive approach ensures all children are supported to develop positive attitudes and confidence in daily routines.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's welfare and wellbeing appropriately and helps them develop healthy habits through everyday routines. Children learn simple practices that support a healthy lifestyle, such as washing their hands before eating, staying hydrated and keeping safe in hot weather by wearing hats and sunscreen. The childminder works with parents to encourage healthy lunch boxes, and children enjoy fruit and salad, while sugary snacks are limited. Children have many opportunities to benefit from the fresh air and develop their physical skills and coordination in a variety of ways.

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Children's welfare and wellbeing Expected standard

The childminder ensures that the environment is safe and that supervision is effective. She helps children understand how to manage small risks and take responsibility for aspects of their own safety. For example, children learn how to hold scissors correctly and understand why this keeps them safe during creative activities.

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Children's welfare and wellbeing Expected standard

The childminder plans activities that help children develop an early understanding of good oral health. Children take part in a teeth brushing activity with dolls, which introduces them to the idea of caring for their teeth in a fun and age-appropriate way. Children also learn to look after their surroundings and contribute to simple tasks in the setting. Through these routines and experiences, all children develop positive attitudes towards their wellbeing and safety.

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Curriculum and teaching Expected standard

The childminder accurately assesses children's development and provides a varied range of learning experiences that support all children's development across the curriculum. All children are included in the activities and experiences provided, with consideration given to their individual needs and interests. There is a clear emphasis on outdoor learning and exploring the natural environment. Children regularly take part in woodland walks and other outdoor experiences where they observe nature and develop their understanding of the world around them.

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Curriculum and teaching Expected standard

The childminder provides a varied range of quality core books, which she uses to introduce stories, vocabulary and ideas that support children's emerging language. She consistently engages with children during play and introduces new words linked to their experiences. For example, following a zoo visit, she talks about seeing mice 'scurrying' around. However, she does not consistently use questions and sustained interactions to encourage children to explore their ideas further or extend their language.

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Curriculum and teaching Expected standard

Children incorporate mathematical concepts naturally into their play, including counting and exploring size. They have opportunities to develop their creativity through activities such as using dough, where they poke and prod the substance and make different shapes. The childminder supports children to recall previous events and expand their learning. For example, following a visit to the zoo, children excitedly talk about the snakes they saw and extend their learning by making their own snakes. Children's physical development is well supported. They navigate space confidently and experience a wide range of activities to develop their coordination and muscle control.

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Inclusion Expected standard

The childminder demonstrates a commitment to inclusion and shows an understanding of the individual needs of the children in her care. She gathers information from families and uses this to build an overview of each child's development. She knows when she may need to engage with other professionals to support children and is prepared to do so if concerns arise. The childminder carries out home visits that help her to get to know children and families well and support her understanding of individual needs from the outset.

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Inclusion Expected standard

The childminder is aware of potential barriers to learning and ensures that children can access a broad and balanced curriculum. Daily outdoor play and regular outings form an important part of her provision, giving children opportunities to explore their local community, enjoy being outdoors and develop their physical skills.

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Inclusion Expected standard

The childminder appropriately assesses children's learning and uses her observations to identify areas to focus teaching. She supports children's language development generally well through everyday interactions and experiences. Children's strengths and next steps are identified and planned for to reduce barriers to learning and to ensure all children are included and supported.

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Leadership and governance Expected standard

Since the last regulatory visit, the childminder has taken appropriate action to meet the welfare requirements notice, ensuring children's safety and welfare are now supported effectively. The childminder has engaged with local authority advisers and used their guidance to make the required changes to her practice and the organisation of her setting.

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Leadership and governance Expected standard

The childminder shows commitment to developing her professional knowledge. She has completed a number of short training courses to strengthen her understanding of how to provide positive care and learning experiences for children. As these courses have been accessed recently, she is not yet consistently applying this learning in her practice. As a result, opportunities to develop children's communication and language skills are not always fully maximised. The childminder recognises the importance of continuing professional development opportunities so that her practice remains current and her skills continue to grow.

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Leadership and governance Expected standard

The childminder maintains close partnerships with parents and carers. Written feedback from parents is positive, with them noting the progress their children make and the supportive communication they receive. They particularly appreciate the regular feedback shared with them and the wide range of outings provided, which they feel offer children varied and enjoyable experiences.

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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 enjoy their time in the setting and show that they feel secure and content. They settle into play with confidence and demonstrate curiosity when exploring the activities available. Children enjoy their learning and make secure progress because experiences build on what they know, can do and are interested in. They form friendships and play cooperatively, sharing resources and taking turns. Older children show consideration for younger children, helping them during play and encouraging them to join in.

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About this setting

Children explore a variety of experiences that stimulate their curiosity. They enjoy sensory activities, such as investigating cones and leaves collected on woodland walks and visits to local parks. Children talk about their interests, including animals, and these conversations naturally emerge during play. They enjoy listening to stories and respond with growing confidence, showing interest in language and communication.

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About this setting

Children develop independence through everyday routines. They put on their own shoes in preparation for outdoor play and help themselves to water, so they stay hydrated. They learn simple safety practices, such as washing their hands before eating and using equipment carefully. These routines help children understand what happens next and support a calm environment.

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About this setting

Creative and imaginative play is a particular favourite of the children. They take part in role play, make their own creations and proudly share what they have made. They enjoy expressing their ideas and talking about their achievements.

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About this setting

The childminder monitors children's development closely and uses this information to plan activities that support their progress. Her inclusive approach helps all children to form relationships and make steady progress in their learning.

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Next steps

The childminder should consistently extend children's vocabulary and use effective questioning to develop their understanding and encourage them to express their ideas. The childminder should build on her professional development opportunities so she can continually strengthen practice and promote the best outcomes for all children.

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About this inspection

The inspector spoke with the childminder and children during the inspection and took account of written feedback provided by parents.

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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): EY384277

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About this inspection

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

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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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