Childminder

Childminder

Unique reference number (URN): 2822708 Registered with Ofsted: 05/03/2025 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

The childminder is an extremely positive role model, and this supports children to learn about the expectations of their behaviour, and they behave impeccably. She is patient and calm and has a nurturing nature, which encourages children to mirror these highly positive traits. All children fully understand and independently follow the rules and the childminder's instruction. Even the youngest children follow the routine well and carry out what they are being asked with high levels of maturity.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder's highly skilful teaching of routines and expectations of behaviour in turn supports children to have a positive attitude towards their learning. For example, they are resilient and persistent and get the most out of their time together.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children play harmoniously together and enjoy each other's company. There is a highly positive relationship between children and the childminder. Children feel safe and secure in the setting and are very settled, happy and confident. They giggle excitedly as they all play together.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder closely monitors children's attendance and follows up any absences. This enables her to be able to quickly identify any potential concerns that may need addressing and provide support to families if necessary.

p.2

Children's welfare and wellbeing Strong standard

Children are very happy, settled and confident. The childminder has successfully created a safe and welcoming environment where children feel comfortable and safe. Children remain engaged in well-planned activities and are enthusiastic when participating in their unique learning experiences. For example, when children have a keen interest in aeroplanes, they spend their time at the aerodrome exploring planes up close. The childminder knows children exceptionally well, and this is evident when she skilfully redirects children's learning to an activity that she knows will engage their attention and challenge them more effectively. This includes supporting the youngest children to play more complicated games, such as hide and seek, where they count with confidence and follow clues and directions to find their friends.

p.2

Children's welfare and wellbeing Strong standard

The childminder has established inspirational relationships with children, and this supports them to have a sense of belonging. The childminder completes beneficial training to develop her knowledge further of how to support and prioritise children's mental health and wellbeing. As a result, she provides children time to regulate their emotions and ensure that their feelings are validated. All children fully understand and know the routines and are independent in managing their own needs. The childminder teaches children about the impact of screen time and the importance of thorough health and hygiene practices. This includes understanding the importance of washing their hands after feeding the chickens and ducks and collecting their eggs.

p.2

Achievement Expected standard

Children have a range of opportunities to build on their knowledge and skills in all areas of learning and make progress in relation to their starting points. Children benefit from specific training that the childminder attends. For example, she attends training to develop her knowledge in how children's brains develops to help her to understand how to support their development to the best of her ability.

p.3

Achievement Expected standard

All children develop skills to support their future learning and help prepare them for their eventual move to school. This includes completing tasks with independence and developing social skills, such as sharing and taking turns with patience. Children make positive progress in the well-embedded curriculum. This includes understanding their feelings and managing their emotions in effective ways, such as talking about how they feel with confidence.

p.3

Curriculum and teaching Expected standard

The childminder ensures that she implements an effective curriculum that successfully covers all areas of learning and encourages children's engagement and curiosity. Overall, the childminder has a clear knowledge of what children already know and what she would like children to learn next. However, at times, the childminder does not build on children's play ideas as strongly as her planned activities. For instance, when children show an interest in topics as they play, the childminder swiftly acknowledges them. However, she does not consistently extend on the potential learning further.

p.3

Curriculum and teaching Expected standard

Overall, the childminder supports all children to develop their communication skills well. For example, there is consistently high-quality interactions, and the childminder introduces new words as they play, such as talking about 'pollination' as they recall previous learning about bumble bees. Children enjoy a wide range of stories and singing opportunities and are confident to share their thoughts and ideas. However, the childminder does not consistently provide children with enough time to think and the respond to her questions. Therefore, she does not consistently support children to build on their already developing listening and speaking skills.

p.3

Curriculum and teaching Expected standard

The childminder plans specific plans to help children develop skills to support their future learning. This includes using mathematical language as they play, such as discussing colour, shape and size as they build with blocks.

p.3

Inclusion Expected standard

The childminder knows all individual children and their abilities well. She has a high expectation on what children have the potential to achieve. The childminder observes and tracks children's individual progress routinely and understands the benefits of quickly identifying children who may require additional support. The childminder assesses and monitors children's progress and ensures that she meets children's individual needs. She knows who she would contact to seek additional advice and support from to further support children's development. The childminder attends regular training that she feels beneficial to practice and the children who attend. The childminder is embedding training to continue to enhance her practice. For instance, she has developed her knowledge on how to support children to get the most out of their outdoor learning experiences and how to support them to manage their feelings and emotions in safe and appropriate ways.

p.3

Inclusion Expected standard

The childminder establishes positive partnerships with parents and families to help share children's learning between home and the setting. They routinely share their children's next steps and achievements. The childminder establishes a positive and consistent approach effectively to their shared care and learning opportunities. This includes sharing activity ideas where parents can support children's learning together at home.

p.4

Leadership and governance Expected standard

The childminder is reflective and evaluative. She is keen to continue to build on her knowledge and skills and enhance her practice even further. She liaises with other childminders and regularly shares activity and practice ideas. The childminder welcomes helpful and constructive feedback to support practice and aims to provide the highest quality of care and teaching for children, and she thrives to support children to excel in their learning.

p.4

Leadership and governance Expected standard

She communicates with parents well and regularly shares activity ideas and children's next steps and achievements with them to support children's learning at home. She helps provide children with an overall consistent approach to their care and learning experiences. Parents speak highly of the childminder and praise her for being extremely supportive, warm, nurturing and attentive.

p.4

Leadership and governance Expected standard

The childminder closely monitors any health and safety-related developments, such as attendance, and she has thorough risk assessments in place to cover all aspects of practice. Children learn how to keep themselves and others safe. For example, children learn about the rules of how to feed the chickens and ducks safely.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are very happy and settled in the interesting, engaging and welcoming setting. Children are confident and independent. This is demonstrated when children put on their own shoes, and prepare the salad to feed the chickens and ducks. Children of all ages and abilities respond very positively to the childminder, listen to her intently and follow instructions with high levels of maturity. Children use effective ways to manage their emotions and feelings, such as using calming techniques to help them to feel regulated. All children make progress and benefit from a motivating and well-embedded curriculum provided by the childminder. For example, children have interesting leaning opportunities, such as routinely growing their own fruit and vegetables and then baking and eating their produce daily.

p.5

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

Children are excited to learn, and the childminder plans activities that she knows they will enjoy. For instance, when she is helping children to develop their confidence in imaginative play, she introduces interesting activities that she knows will engage children. This includes using blocks to build a horse and then children become a 'vet'. All children make progress in relation to their starting points and develop new skills to support their future learning. This includes being independent and completing their own tasks. Children are highly mindful of each other's feelings and respect each other's ideas and occasional need for time on their own. Children do enjoy each other's company very much and are excited as they play games, such as hide and seek, together. Children behave incredibly well and play harmoniously together. Children help each other complete tasks as they kindly pass each other their wellington boots when getting ready for outdoor play.

p.5

About this setting

Operating hours: Monday,Tuesday,Thursday : 08:00 - 17:30,Friday : 08:00 - 15:00

p.6

Facts and figures used on inspection

The childminder monitors children's attendance. She shares the importance of regular attendance with parents and families to help prepare them for their expectation of school.

p.6

Next steps

The childminder should provide children with more time to think and respond to questions to build on their developing communication skills even further. The childminder should extend on children's spontaneous conversations and play to further build on what children already know.

p.6

About this inspection

The inspector spoke with the childminder and children and reviewed parents' written feedback during the inspection.

p.6

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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 .

p.7

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8