Childminder

Childminder

Unique reference number (URN): 2777974 Registered with Ofsted: 17/04/2024 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 make positive progress from their starting points. They communicate confidently and engage in conversations. Children join in enthusiastically with imaginative play. For example, they cradle baby dolls and pretend to sing them to sleep. Children who arrived at the setting with little to no speech now speak with confidence, expressing their ideas and making their needs known.

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Achievement Expected standard

Children develop their mathematical understanding as they count objects, use their fingers to show numerical values and explore shapes. They learn to increasingly regulate their emotions and settle well, feeling safe and secure. Children build their independence skills, taking ownership of their space by enthusiastically exploring their learning environment and taking an active role in tidying resources ready for lunchtime.

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Achievement Expected standard

Overall, children develop positive attitudes to learning. They develop important skills in communication, personal care, independence and collaboration, preparing them well for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically has high expectations for children. She uses gentle reminders to promote positive behaviour and praise to encourage sharing, turn-taking and polite manners. She develops warm and nurturing relationships with children, rooted in trust and respect. As a result, children feel safe and secure. The childminder acts as a positive role model and teaches children to be kind and courteous to others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has developed well-established routines that ensure children move smoothly through transitions. Children understand when it is time to tidy up and, consequently, work cooperatively together towards a shared goal. They enjoy designated music and movement sessions, which help them to regulate their emotions at the start of the day and settle ready for learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically addresses unwanted behaviour quickly and encourages kindness and collaboration. Timers are used to support children to share and take turns, helping them to understand fairness and to work well with their peers. The childminder shares her weekly routine with parents, so they are kept informed and up to date with her plans for the children. This has had a positive impact on children's punctuality and attendance.

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Children's welfare and wellbeing Expected standard

The childminder creates a safe and nurturing environment where children feel secure and valued. She knows the children well and responds sensitively to their individual care and emotional needs. Children generally settle quickly and seek out reassurance and support when needed. The childminder typically supports children's developing independence and encourages them to manage aspects of their personal care. Children wash and dry their hands at key times of the day. They work together as a team to tidy up toys and are supported to independently open their food items at mealtimes. Children are encouraged to drink water throughout the day and are taught the importance of staying hydrated, particularly after physical activity. Physical development is promoted through a well-established music and movement session, where children practise important physical skills including stretching, balancing and jumping.

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Children's welfare and wellbeing Expected standard

The childminder typically uses praise and encouragement to celebrate achievements and build children's self-esteem. She responds to children's individual needs and adapts routines to ensure they can all be included in activities. The childminder models respectful and polite interactions, which children replicate with their peers, showing kindness and respect to one another.

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Curriculum and teaching Expected standard

The childminder plans a child-centred curriculum that builds on children's experiences and typically supports their learning and development. Children benefit from a language-rich environment that develops their communication skills. During play, children hear and use varied vocabulary, such as 'squash', 'squelch' and 'flatten'. They repeat these words in their play. The childminder models rich language throughout the day and asks the children questions. However, she does not always give children time to think and respond during interactions, to support the development of their thinking and problem-solving skills further.

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Curriculum and teaching Expected standard

Children enjoy sharing stories with adults and peers. They confidently identify different animals and name the parts of a butterfly. Weekly visits to the local library help encourage children to develop a love of books. The childminder teaches early mathematics explicitly throughout the day. Children count and use mathematical language such as 'more' and 'less' when building with blocks.

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Curriculum and teaching Expected standard

The childminder supports children's physical development through a range of activities. Children dance and sing together during daily music and movement sessions. In the well- resourced garden, they walk on stepping stones, confidently climb the large climbing frame and play team games, including football. These activities develop the children's balance, coordination and motor skills.

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Inclusion Expected standard

The childminder has a sound understanding of how to identify children's individual needs and reduce barriers to their learning and wellbeing. She knows the children well and uses regular progress checks to identify any gaps in learning and development. Although the childminder has not yet cared for children with special educational needs and/or disabilities, disadvantaged children or children known or previously known to children's social care, she understands her responsibility to identify their needs and put suitable support in place. She understands how additional funding must be used to support children to reach their full potential. Children take part in all aspects of the provision. The childminder adapts activities to their ages, stages of development and interests. Consequently, children enjoy a range of experiences and learn successfully alongside their peers. The childminder fosters positive

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Inclusion Expected standard

relationships with parents and acts swiftly when concerns arise. She implements effective strategies to support children who find sharing and turn-taking challenging. For example, she uses timers to make waiting and turn-taking more predictable. This helps children understand expectations and play collaboratively with others.

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Inclusion Expected standard

The childminder responds sensitively to children's individual needs. She adapts routines to ensure that children who arrive unsettled receive the care and attention they need to feel soothed. For example, she ensures that other adults working with the children are available to provide one-to-one support to comfort children. The childminder plans the environment well so that all children can access resources. Books, stories and targeted activities reflect different cultures, religions and family structures. Through this, children learn about equality and diversity and the importance of treating others with respect.

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Leadership and governance Expected standard

The childminder generally demonstrates a clear understanding of her strengths and responsibilities. She knows the children well and uses her positive relationships with parents to support their individual needs. She works effectively with any assistants, ensuring that their wellbeing is well considered and workloads are manageable. The childminder and any assistants that work with her engage in regular professional discussions. The childminder has appropriately identified further areas for development. For example, they have not completed any formal development opportunities to strengthen their knowledge and expertise, raise teaching to a consistently high level and further improve outcomes for children.

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Leadership and governance Expected standard

The childminder maintains positive and trusting relationships with parents, who value her communication and openness. She regularly shares information about children's development through detailed progress assessments. The childminder creates individual scrapbooks that document children's learning journeys, complete with photos of activities and trips, which parents highly value. These approaches help families understand their children's progress and support learning at home. For example, the childminder shares suggestions for activities that could extend learning, such as mixing coloured paints to explore colour.

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Leadership and governance Expected standard

The childminder reflects on her practice and responds positively to feedback from parents, which she actively seeks at regular intervals. Parents speak highly of the support their children receive. The childminder willingly seeks guidance and support from external professionals and has created a secure network of support around her, demonstrating a commitment to high-quality care. She has made links with the local community, including playgroups and the nearby library, creating exciting learning opportunities for the children and developing their understanding of the world around them.

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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 typically arrive at this setting with smiles, ready for their day of learning. When they arrive, they receive warm greetings and quickly become involved in familiar routines, demonstrating a sense of belonging. Children form trusting relationships with the childminder, speaking openly about their families and home life. For example, children share stories about their siblings and parents. This supports the children to feel valued and understood.

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Inspector:

Ruby Hayes Children confidently choose resources and enjoy playing alongside the childminder and their peers. They have a range of opportunities to make independent choices and take the lead in their own learning. The childminder knows children well and uses her understanding of their interests and developmental needs to provide experiences that build on what they already know and can do. Children explore play dough together with excitement, confidently discussing colours, shapes and textures, while explaining what they are making. Daily music and movement sessions support children to develop important physical skills and to regulate their emotions. Children develop a love of stories as they explore books together with enthusiasm, commenting on what they see. The childminder responds sensitively to children's individual needs, helping them to settle quickly, engage in learning and develop the confidence and skills they need for their next steps.

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Inspector:

Children form positive relationships with their peers and learn collaboratively alongside others. They share resources, talk to each other with kindness and wait their turn with increasing patience. Children respond well to gentle guidance when displaying any unwanted behaviour. Children benefit from familiar, yet flexible, routines that help them understand what happens next and feel secure. Mealtimes are a social occasion, providing children with opportunities to talk about healthy food choices. Oral health is discussed frequently, ensuring children develop healthy life-long habits. The childminder promotes children's attendance and punctuality, helping them to receive their full entitlement to early education and build positive attitudes to learning.

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Next steps

The childminder should strengthen knowledge and expertise through targeted training opportunities for both themselves and any assistants. The childminder should enhance teaching by allowing children sufficient time to think and respond during interactions.

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About this inspection

The inspector spoke with the childminder, their assistant, children and reviewed comments provided by 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 - 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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