Childminder

Childminder

Unique reference number (URN): 2762671 Registered with Ofsted: 30/11/2023 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

Generally, children develop the skills needed for their next stage in life. They build communication skills by asking and answering questions in different scenarios. For example, during an outing to the local farm, children answer questions about what they can see, responding to the childminder. Children build their vocabulary purposely while they explore and understand the world around them.

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Achievement Expected standard

Children develop increasing independence through everyday routines and experiences. They learn to follow instructions, make choices and take responsibility for simple tasks, tidying up resources, toileting and handwashing. Children also develop mathematical knowledge through counting and recognising numbers.

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Achievement Expected standard

Children demonstrate developing knowledge and skills across the areas of learning and development and are supported to build confidence and independence. However, as learning intentions are not yet consistently clear in some activities, children do not have consistent opportunities to build systematically on what they already know and can do.

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Behaviour, attitudes and establishing routines Expected standard

In general, children demonstrate positive attitudes towards their learning. They respond well to the childminder's clear and consistent expectations. The childminder usually establishes predictable routines and supports children to understand what is expected of them. She offers appropriate choices, enabling children to develop decision-making skills and independence. For example, when children are reluctant to tidy up, the childminder calmly explains the importance of tidying up to be able to continue with the next activity. She then offers children a choice between visiting the farm or the playground. Children respond positively, follow instructions and confidently make their choice.

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Behaviour, attitudes and establishing routines Expected standard

Usually, children listen attentively and receive support to develop self-help skills. In the main, the childminder responds appropriately to children's individual needs and uses clear explanations and praise to support positive behaviour. She is aware of the importance of regular attendance. The childminder understands the procedures to follow should concerns about attendance or welfare arise.

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Behaviour, attitudes and establishing routines Expected standard

Typically, the childminder monitors children's attendance and punctuality closely. She encourages families to communicate to her when children are unable to attend or arriving late. Parents and carers generally speak positively about the quality of care their children receive.

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Children's welfare and wellbeing Expected standard

Generally, children are well cared for. They experience a calm and nurturing environment where they feel safe, secure and valued. The childminder builds warm and trusting relationships with children. She responds sensitively to their individual needs. Overall, children confidently engage with the childminder, seek her support when needed and demonstrate that they feel secure in her care. Typically, the childminder supports children's emotional wellbeing by helping them to recognise and talk about their feelings and by providing clear and consistent boundaries. The childminder remains readily available to provide help and reassurance.

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Children's welfare and wellbeing Expected standard

Mealtimes are safe, relaxed and sociable. The childminder meets safer eating requirements and remains attentive to children while they eat. Her warm conversations during mealtimes make eating an enjoyable social experience. In the main, children learn how to keep themselves safe through everyday experiences, including road safety and discussions about fire safety. Overall, children's welfare and wellbeing are promoted effectively, and they develop confidence and an understanding of how to keep themselves healthy.

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Curriculum and teaching Expected standard

The childminder engages children in meaningful conversations and imaginative play. She skilfully builds on children's interests. For example, during children's play with a fire engine, the childminder uses this opportunity to extend their understanding of fires. She includes how to keep safe and what to do in an emergency. Her warm and responsive interactions encourage children to share their ideas, develop their language and deepen their understanding of the world around them.

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Curriculum and teaching Expected standard

The childminder models language appropriately and extends children's vocabulary through meaningful conversation and shared experiences. She makes effective use of teachable moments. For example, the childminder supports children to recognise numbers and quantities when playing with vehicles. She extends their understanding of plants, animals and road safety during outings. The childminder uses books and rhymes to develop children's enjoyment of language and early literacy.

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Curriculum and teaching Expected standard

The childminder plans regular outings to the playground to provide opportunities to support children's physical development, coordination and climbing skills. Her interactions with children are warm, responsive and engaging. However, the childminder does not yet consistently make clear the intended learning in some activities. For example, during a number activity, she supports children to recognise numbers but does not consistently develop the activity to build on children's existing knowledge.

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Inclusion Expected standard

Generally, the childminder is confident in identifying children's developmental needs and carrying out assessments of the children in her care. She has experience of contributing to developmental checks and is knowledgeable on how to carry out referrals when required.

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Inclusion Expected standard

The childminder has experience of working with families and external agencies to reduce barriers to children's learning. She had implemented behaviour plans to support children's learning and engagement. The childminder has experience of working with children with special educational needs and/or disabilities and children known to social care. She explains how she implements routines and strategies to support their emotional wellbeing. Overall, this creates a secure and trusting environment where children can thrive. The childminder supports children's communication and language effectively. Typically, children benefit from a calm approach where they feel confident to ask questions and explore the environment. Children benefit from a nurturing environment where they are able to make choices. This supports their independence and understanding. Overall, the childminder knows the children she cares for well. She supports their learning and monitors

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Inclusion Expected standard

their progress regularly to review whether her approach is working well.

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Leadership and governance Expected standard

The childminder demonstrates a clear understanding of and commitment to meeting the statutory requirements of the early years foundation stage. She has broad experience of working with children known to social care. The childminder has worked with a range of professionals to help remove barriers to children's learning and development.

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Leadership and governance Expected standard

Overall, the childminder is reflective about her practice and recognises that, as new children join the setting, she will need to further develop her knowledge of curriculum intent. However, she has not yet consistently used professional development opportunities to enhance her knowledge and practice. The childminder understands the importance of further training as she takes on more early years children. The childminder has attended compulsory training, such as paediatric first aid and safeguarding training.

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Leadership and governance Expected standard

Typically, the childminder provides a nurturing environment where children feel secure and safe. She provides high-quality care and meets children's needs well. She clearly understands the importance of working with parents and carers. She is able to support them by providing advice on local community services. The childminder typically maintains positive relationships with families. She recognises the importance of establishing clear professional boundaries.

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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 arrive happy and settled. They are welcomed by the childminder in a warm and affectionate manner. Children develop secure and trusting relationships with the childminder. They confidently explore the environment, knowing that they are valued and supported. Children show curiosity and engage well in their learning. They readily involve the childminder in their play.

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

Children access a variety of learning experiences that follow their interests and their stages of development. Children receive support to recognise and talk about their emotions. The childminder provides clear boundaries. She supports children to develop respectful and cooperative behaviour. Children understand boundaries and develop positive relationships with others.

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

Children have regular opportunities to learn beyond the home environment through daily outings to the local farm, playground, library and other places of interest. These experiences support children to develop social and communication skills and broaden their understanding of the world around them. Children enjoy learning about plants, animals and the natural environment. They develop confidence in familiar community settings.

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

Children enjoy sharing books and listening to stories. They receive encouragement to talk about what they see, answer questions and share their own ideas. This supports the development of their communication and language and helps them to develop an interest in books and stories. The childminder praises children's efforts and contributions, helping them to feel confident and participate in learning.

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

The childminder has a child-centred approach. Communication is natural and flows easily during play and everyday experiences. Children receive encouragement to think, respond to questions and express their ideas. They listen attentively, follow instructions and generally behave well. Through everyday experiences, such as walking in the local community,

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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

children learn about road safety and understand how to keep themselves safe. Children develop increasing independence and life skills through everyday routines and experiences. This supports them as they move towards their next stage of learning.

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Next steps

The childminder should further develop her understanding of curriculum intent, and how to use this to support children's learning and development across the curriculum.

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About this inspection

The inspector spoke with the childminder, parents and carers 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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