Childminder

Childminder

Unique reference number (URN): 2813029 Registered with Ofsted: 11/12/2024 Registers: EYR, CCR

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently teaches children to learn rules and boundaries. She reinforces these at appropriate moments, to all children, for example reminding them to be gentle when stroking pets and the reason why this is important. The childminder establishes incredible warm relationships with children. She demonstrates a clear understanding of the importance of secure attachments in supporting children's emotional wellbeing and development. Children feel especially safe, secure and valued, which contributes positively to their high levels of confidence, resilience and happiness.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is impeccable. They care for each other, and this is because of the childminder's consistent modelling and clear expectations. Children show trust, confidence and familiarity with embedded routines and the environment. The childminder consistently models respectful language and manners throughout the day, including at snack times and mealtimes. This helps children learn how to listen carefully, respond appropriately and behave considerately towards others without support at a very young age.

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Behaviour, attitudes and establishing routines Strong standard

Children play games and activities collaboratively and get along very well with others. They build very warm, trusting and respectful relationships with the childminder and peers at the setting. The childminder demonstrates that she is teaching children to be kind and respect others. She consistently encourages children to take turns and play together during activities, such as rolling the ball down the ramp. This builds on their collaborative and social skills. The childminder understands that she needs to remain close by and supports children according to their ages. The childminder is teaching children to develop their personal, social and emotional skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children effectively to understand and manage their emotions with increasing independence, helping them to develop a positive sense of self. Through sensitive guidance and supported interactions, children learn to cooperate, take turns and resolve minor conflicts, such as those that arise when sharing toys or engaging in group play.

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Behaviour, attitudes and establishing routines Strong standard

The childminder closely monitors attendance. Children develop extremely positive attitudes to their learning. They remain engaged and willing to try activities throughout the day, and they show high levels of concentration and enjoyment in activities. For example, children develop their imagination skills as they dig to find hidden tractors to play with.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing extremely well. Parents and carers comment appreciatively on the positive, caring relationships she has developed with their children. Clear and ongoing communication with parents helps her to respond effectively to children's changing needs. She values each child's individuality and adapts her approach accordingly.

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Children's welfare and wellbeing Strong standard

The childminder has a deep understanding of how babies and young children develop and thrive, and she recognises that they need to feel safe and secure in order to learn. Secure

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Expected standard

attachments support children's emotional wellbeing, and children develop emotional awareness through her warm and sensitive responses. Children are extremely kind and caring towards each other.

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Expected standard

All children, including those who may face barriers to learning, benefit from the childminder's nurturing, responsive care. They confidently seek her out when they are upset or unsettled, knowing that she will meet their physical and emotional needs, offering comfort and reassurance when children feel sad or need support.

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Expected standard

The childminder has well-established routines that enable children to feel familiar and confident in the setting. Children sit together at mealtimes, when they learn and practise good manners such as saying 'please' and 'thank you' and using cutlery. The childminder ensures that children receive a healthy diet. She works with parents to ensure children have access to a healthy lunch. The childminder stays with the children while they eat and is highly alert to allergies and safer eating practices. This ensures that she consistently keeps children safe. The childminder creates a sociable environment for mealtimes. Well- structured routines support children's positive behaviours.

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Expected standard

Children develop their physical stamina through regular walks to and from the local school and around the community, helping to strengthen their physical skills and coordination.

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Achievement Expected standard

Children make steady progress from their starting points. The childminder understands how children develop and adapts her practice to support children's learning. All children achieve well across areas of the curriculum, particularly in the development of their communication skills and language. Toddlers express themselves well and build new vocabulary daily. Young children are particularly eloquent, speaking clearly and rapidly. However, the childminder does not always use opportunities to help children to further build on their communication and language skills.

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Achievement Expected standard

Children are developing their mathematical skills. For example, they count natural objects during their play, snack and story times. Children are building on their physical development, including movement and coordination. They use resources in diverse ways, which supports their grip, tension control, climbing and balancing skills.

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Achievement Expected standard

They show a secure understanding of simple requests and interactions with the childminder. For example, they get their shoes and bring them to her when asked. Children take great pride in their achievements. For example, they tidy up the toys without help and show the older children how it should be done. Children demonstrate secure relationships by seeking out the childminder when they need comfort or support, for example seeking a hug and then returning to their play once they feel reassured. All children are well prepared for the next stage of learning. For example, the childminder ensures that they mix with children of a similar age, which supports their personal, social and emotional development effectively.

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Curriculum and teaching Expected standard

The childminder demonstrates a secure understanding of how young children learn and develop. She uses children's interests and recent experiences effectively to support key areas of learning. Children learn how to take care of themselves and their friends.

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Curriculum and teaching Expected standard

The childminder plans activities that are generally tailored to children's starting points, individual needs and stages of development. For example, as the children play outdoors with toy vehicles, she recognises when younger children struggle slightly to name the car and the tractor, and responds promptly by identifying each vehicle and repeating their names. She consistently offers encouragement and praise to support children to achieve.

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Curriculum and teaching Expected standard

The childminder supports children to develop the skills they need for future learning and the next stage in their development. However, the childminder does not consistently use every opportunity for learning. She does not focus on using opportunities for conversation to develop children's understanding, such as during daily routines including mealtimes. As a result, children do not consistently have the opportunity to share their knowledge and understanding.

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Curriculum and teaching Expected standard

The childminder supports children's physical development well. Children enjoy riding push- along toys, climbing and using the slide outdoors. Mathematical concepts are introduced through everyday experiences, such as counting toys as they are sought or tidied away, and the reading of books.

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Inclusion Expected standard

The childminder gathers detailed information from parents and carers when children first start. This includes their child's individual needs, home experiences and stage of development. She maintains regular communication with parents to ensure information remains up to date. As a result, she has a secure understanding of children's needs, and her care and support are tailored to meet these.

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Inclusion Expected standard

There are secure procedures in place for identifying children with special educational needs and/or disabilities (SEND) or other barriers to learning or wellbeing. The childminder does not have children with SEND. However, through training, she has a good understanding of how to adapt her practice and support all children. The impact of this is yet to be seen.

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Inclusion Expected standard

The childminder works effectively with parents to identify and address any barriers to learning and development that she has identified. For example, she has identified speech and language development as a key area where some young children require support, and she has implemented strategies to help promote progress. The childminder uses observations and assessment to inform her decisions about the use of additional funding, which has a positive impact on reducing barriers to learning and children's wellbeing. The childminder is especially aware of children's personal circumstances and ensures that children receive a wide range of both new and familiar experiences. She shows a firm commitment to professional development and would attend specific training courses to best support any child in her setting.

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Leadership and governance Expected standard

Since registration, the childminder has worked hard to create a warm, home-from-home environment where children feel safe and enjoy learning. She supports children to develop the skills and knowledge they need for their next stages of learning.

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Leadership and governance Expected standard

The childminder has a secure understanding of her responsibilities in relation to safeguarding and inclusion. She knows how to recognise and respond to concerns and seeks advice and support when required. The childminder understands how she might support children with special educational needs and/or disabilities, including the importance of early identification and working in partnership with families. She typically seeks guidance and support from the local authority and local childminding network to help ensure children receive the support they need, whether it be related to their development or wellbeing. The childminder has a general idea of her setting's strengths and areas for improvement, but she is not yet consistently focused on securing excellence for all children.

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Leadership and governance Expected standard

The childminder engages well with parents and carers and keeps them informed about their children's development. She actively seeks parents' views and feedback, which means that she can be responsive to the needs and changing personal circumstances of children.

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Leadership and governance Expected standard

Parents comment positively about how the childminder cares for the children, and she works effectively with parents to provide a routine that suits their needs. The childminder has completed relevant safeguarding training and qualifications. Through reflections on her knowledge and practice, she proactively monitors local concerns to strengthen her understanding and practice even further.

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

Children are happy, relaxed and well cared for at this home setting. There are ample opportunities for them to develop positive relationships and social skills, in the care of a warm and nurturing childminder. Children play together and listen attentively when in conversation with their caregiver. They receive lots of praise and encouragement, which helps them to develop their self-esteem. Children behave very well and get on well with each other. They are keen to look after each other. For example, children are taught how to be attentive to each other's needs and so even young children, while observing the younger babies play, support them with kind words and reminders.

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

Children's individual needs and routines are understood from the very start. They receive consistent care and nurturing. Parents and carers comment that they are appreciative of how quickly their children settle at the setting. Children make progress from their starting points and show wonderful enthusiasm for learning. They benefit from a variety of experiences, including regular outings, which help them to develop their understanding of the world.

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

Children actively explore, play and learn through activities that reflect their interests. For example, they enjoy rolling balls down a ramp and into a large bucket. The childminder consistently models positive interactions and behaviour, and this means that children quickly learn how to treat others and behave. Children feel valued and supported by the childminder. They develop the skills, confidence and resilience needed for their next stages of learning and development. Where children may require additional support to thrive, the childminder works closely with parents, sharing ideas and avenues for support. Children attend regularly and benefit from the childminder's consistent care and attention.

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Next steps

The childminder should ensure that every interaction is an opportunity for teaching and learning so that children can make even faster progress.

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About this inspection

The inspector spoke with the childminder and children and viewed written feedback from parents during the inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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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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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. 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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