Clapham, Adrian Mark

Childminder

Unique reference number (URN): 2826061 Registered with Ofsted: 26/03/2025 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 explore the environment independently, choose activities and sustain their interest in play. They demonstrate positive attitudes to learning. Children develop positive relationships with the childminder, co-childminder, assistants and their peers. They share resources, take turns and form friendships. Children develop the confidence, independence and social skills they need for their next stage of learning.

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Achievement Expected standard

Children develop their communication and language skills. They express their ideas, respond to questions and use new vocabulary during their play. Older children confidently talk about their experiences and name their friends. They count, recognise numbers and identify shapes, including squares, triangles and rectangles. Younger children develop increasing independence and physical confidence. They feed themselves, make choices and move around the environment confidently.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities and those who face barriers to learning, generally make progress from their individual starting points. At times, teaching does not consistently build on what children already know and can do. This means their achievement is not consistently maximised.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear expectations, and adults provide calm, consistent guidance. Children behave well and understand routines. Adults model positive behaviour and encourage children to use good manners and respect others. Children respond positively to instructions, tidy away toys and use polite language. The childminder considers children's ages, stages of development and individual needs when supporting their behaviour. He recognises that children with special educational needs and/or disabilities and those who face other barriers to learning may need additional support to understand expectations and participate in routines.

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Behaviour, attitudes and establishing routines Expected standard

Children develop warm and trusting relationships with the childminder and other adults. The childminder listens to children, responds positively to their ideas and joins their play. Children seek support when needed. They learn to get along with others as they share resources, take turns, develop friendships and cooperate during play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes familiar routines that provide children with consistency throughout the day. He works with parents to understand each child's needs. He promotes regular attendance and punctuality. For example, he follows up with parents when children are absent or late. Occasionally, the childminder does not seek parents' views about what they would like to see provided or developed in the setting. The childminder has not fully developed arrangements that consistently enable parents to contribute to decisions about their children's experiences.

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Children's welfare and wellbeing Expected standard

The childminder provides care that generally meets children's individual needs. He gathers information from parents about children's routines, development and care needs. He supports children sensitively during their settling-in period and gives them time to develop secure relationships at their own pace. For example, children who initially need considerable reassurance gradually become confident to separate from their parents, explore the environment and interact with others. Children, including those with special educational needs and/or disabilities and other barriers to their wellbeing, generally develop secure relationships with the childminder and other adults.

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Children's welfare and wellbeing Expected standard

The childminder generally tailors care routines to children's ages, stages of development and individual needs. Adults manage dietary requirements to keep children safe. The childminder adapts sleep arrangements to meet children's ages and needs. For example, babies sleep in cots, while toddlers use individual sleeping mats. An adult supervises children while they sleep. The childminder keeps the room well ventilated and at an appropriate temperature. These arrangements enable children to rest safely and comfortably.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy lifestyles and personal safety through everyday experiences. Adults take children to parks, playgroups, children's centres and libraries. Children enjoy fresh air while developing their stamina and coordination. Occasionally, children receive fewer opportunities to have experiences beyond their local community. This limits their understanding of similarities and differences between themselves and others, including the diversity of people, families and communities that make up modern Britain.

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Curriculum and teaching Expected standard

The childminder knows children well, including those with special educational needs and/or disabilities and those who face barriers to their learning. He designs and implements a curriculum that covers all areas of the early years foundation stage. The curriculum generally reflects children's interests and individual needs. He gathers information from parents and uses observations to assess children's learning and development. He works with a co-childminder and assistants to support learning throughout the day.

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Curriculum and teaching Expected standard

The childminder provides a balance of stimulating adult-led experiences and child-led play. The varied activities promote children's communication, physical, personal, social and emotional development. He skilfully joins in with children's role play and introduces new vocabulary, such as 'injection', 'thermometer' and 'goggles'. This builds on children's interests and develops their language while allowing them to lead their own play. On some occasions, the childminder does not consistently plan and teach activities with precise learning intentions that build on what children already know and can do. He is yet to fully strengthen how he extends learning for older and more capable children to consistently build on their knowledge and skills.

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Curriculum and teaching Expected standard

The childminder provides warm interactions and responds sensitively to children's care and learning needs. Children engage in group activities, share stories and sing songs. They run and use wheeled toys outdoors to develop coordination and stamina. The childminder weaves mathematics through children's everyday experiences. Children count, recognise numbers and shapes and explore concepts relating to size, quantity and measure.

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Inclusion Expected standard

The childminder has completed additional training and holds a qualification in special educational needs and understands the importance of identifying and reducing barriers to children's learning. He gathers information from parents and monitors children's development to identify potential barriers to learning. He identifies children's next steps based on what they know and can do.

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Inclusion Expected standard

Throughout the day, the childminder engages children in meaningful conversations. He listens and responds to what children say and introduces new vocabulary. Occasionally, planned activities do not precisely focus on children's next steps, particularly for children with special educational needs and/or disabilities and those who face other barriers to learning. The childminder is yet to fully strengthen the strategies he uses to consistently support children to understand what is happening next and communicate their needs and ideas.

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Inclusion Expected standard

The childminder understands the importance of seeking additional help when children are not meeting expected developmental milestones. He works with families and relevant external professionals to support children's development. Children generally make progress from their individual starting points.

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Inclusion Expected standard

Children develop warm relationships with the childminder. He knows children well and provides reassurance when needed. This helps children feel safe and develop a sense of belonging.

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Leadership and governance Expected standard

The childminder works alongside his wife, who is a co-childminder, and assistants. He understands his responsibilities and works collaboratively with the co-childminder and assistants to ensure the setting runs smoothly. Parents speak positively about the care their children receive, the progress they make and the experiences provided. At times, the childminder does not consistently seek parents' views about what they would like to see provided or developed in the setting. The childminder is yet to fully embed arrangements that enable parents to contribute consistently to the ongoing development of the provision.

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Leadership and governance Expected standard

The childminder generally makes decisions that reflect children's individual needs, including those with special educational needs and/or disabilities and other barriers to learning or wellbeing. He has completed training in special educational needs and understands the importance of identifying children's emerging needs early and working with families and other professionals. At times, the childminder does not consistently plan and implement learning opportunities that precisely match children's next steps.

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Leadership and governance Expected standard

The childminder ensures staff participate in relevant professional development, including safeguarding, paediatric first aid and child development, to strengthen their knowledge and skills. Regular team meetings provide opportunities to share information about children and review practice. The childminder recognises the importance of staff wellbeing and works with the team to manage responsibilities and workload.

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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 are happy and settled and show that they feel safe at the childminder's home. They are confident and self-assured. Typically, they develop close relationships with the childminder and assistants. Babies seek reassurance when needed, and adults respond with warmth and sensitivity. This helps children develop a strong sense of belonging. Children confidently choose resources and activities that interest them. They talk about the things they like at the setting, including the delicious meals and playing with their friends.

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

Children, including those with special educational needs and/or disabilities and other barriers to their learning, generally engage well in planned and unplanned activities. They concentrate for sustained periods as they make sandcastles and build towers with blocks. During planned activities, the childminder introduces new vocabulary and ideas. For instance, children use mathematical language during sand play, including words such as 'heavy', 'light', 'full' and 'empty'. They identify different shapes, such as squares, rectangles and triangles. Children confidently explore the learning environments, which develops their creativity and imagination. They are motivated learners and show positive attitudes to learning.

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

Children receive regular opportunities to develop their physical skills. They play outdoors and explore their local community. Children plant, water and harvest a variety of fruit and vegetables, including rhubarb, tomatoes and pumpkins. These experiences help children understand how plants grow and where some of their food comes from.

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

Children enjoy healthy, home-cooked meals and snacks. Babies are encouraged to feed themselves, and adults provide individual support when needed. Older children use cutlery and serve their own food. Mealtimes are sociable occasions where children develop positive social skills. For example, they take turns when serving food and use polite language, such as 'please' and 'thank you'. Children behave well and develop knowledge and skills that support the next stage of their learning.

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Next steps

The childminder should broaden children's experiences beyond their local community to further develop their understanding of different people, places and communities in modern Britain. The childminder should plan and implement individualised learning opportunities that build precisely on what children already know and can do, so that they make maximum progress. The childminder should consistently implement effective strategies to meet children's individual needs, including those with special educational needs and/or disabilities and emerging developmental needs, to maximise their engagement in learning. The childminder should strengthen partnerships with parents by routinely seeking their views and using them to inform children's experiences and the development of the provision.

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About this inspection

The inspector spoke with the childminder, co-childminder, assistants, parents and children during the inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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10

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.

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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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