Childminder

Childminder

Unique reference number (URN): 2789482 Registered with Ofsted: 04/07/2024 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

Achievement Needs attention

Children do not consistently make the progress they are capable of. As a result, they do not consistently develop the knowledge, skills and understanding needed to achieve their full potential or to be as well prepared as possible for the next stage in their learning.

p.2

Achievement Needs attention

Nevertheless, children engage confidently in the experiences available and approach activities with enthusiasm. They communicate their ideas and enjoy conversations with the childminder and their peers. Children cooperate during imaginative play, sharing resources, taking turns and developing their social skills as they play together. They make independent choices during play and daily routines and show increasing confidence in managing familiar tasks. Children's home languages and cultures are recognised and reflected within the setting, helping them to feel valued and included in their learning. Across the areas of learning and development, children develop some age- and stage-appropriate knowledge and skills. However, weaknesses in the implementation of the curriculum and teaching mean that they do not consistently deepen their learning or make the progress they are capable of.

p.2

Behaviour, attitudes and establishing routines Needs attention

The childminder does not consistently use interactions and play to help children recognise and manage their emotions or regulate their behaviour. For example, when children become overexcited, the childminder does not help them to identify their emotions or explore ways to regulate their behaviour. Consequently, children are not consistently supported to develop the self-regulation skills they need to manage their behaviour independently.

p.2

Behaviour, attitudes and establishing routines Needs attention

Nevertheless, children are happy, settled and behave appropriately. They develop warm relationships with the childminder and engage positively with her and one another during play. The childminder encourages all children to participate in activities and routines, helping them to feel included within the setting. Children cooperate during imaginative play, sharing resources, assigning roles and following each other's ideas. They willingly participate in the experiences available, communicate confidently with the childminder and remain engaged in activities, demonstrating positive attitudes to learning.

p.2

Behaviour, attitudes and establishing routines Needs attention

Children respond well to familiar expectations and participate in daily routines and transitions. During dance activities, the childminder reminds children to be aware of their space and movements to help them participate safely. The childminder has established familiar routines that children follow throughout the day. These routines help children to understand what happens next and supports them to participate in the experiences available. The childminder maintains accurate electronic attendance records, helping to ensure that children's attendance is consistently monitored.

p.2

Children's welfare and wellbeing Needs attention

The childminder does not consistently use everyday routines and interactions to develop children's understanding of healthy lifestyles. For example, she does not consistently explain the purpose of hygiene routines, such as handwashing, or use everyday interactions to help children understand how to keep themselves healthy. As a result, children are not consistently supported to understand how everyday practices contribute to their health and wellbeing.

p.2

Children's welfare and wellbeing Needs attention

Nevertheless, children receive warm, nurturing care and develop positive relationships with the childminder. They show that they feel comfortable and secure in the familiar environment. Children have access to fresh drinking water throughout the session and enjoy nutritious home-cooked meals that include a variety of vegetables. The childminder encourages children to try different foods and introduces meals from different cultures. This broadens children's experiences and promotes healthy eating.

p.3

Children's welfare and wellbeing Needs attention

The childminder plans daily routines with children's welfare in mind. During periods of hot weather, she adapts the routine by delaying outdoor play until temperatures have reduced. She ensures that shaded areas and drinking water are available to help keep children comfortable and hydrated. The childminder implements daily care routines that help to keep children safe, comfortable and well cared for throughout the day.

p.3

Curriculum and teaching Needs attention

The childminder does not implement the intended curriculum effectively enough to support children's learning. Although she identifies children's next steps for learning, these are not routinely reflected in the activities she plans or in her teaching. As a result, children do not receive the support they need to deepen their knowledge, develop new skills or strengthen their understanding.

p.3

Curriculum and teaching Needs attention

Children enjoy a range of activities and experiences available to them. However, the childminder does not consistently use these experiences to deepen children's learning. For example, planned creative activities do not consistently build on children's identified next steps for learning. During play and everyday interactions, the childminder does not consistently introduce and reinforce new vocabulary or extend children's mathematical understanding. She does not consistently use everyday routines, including handwashing and mealtimes, to develop children's understanding of healthy lifestyles or broaden their communication and language.

p.3

Curriculum and teaching Needs attention

The childminder engages positively with children and encourages them to participate in activities. She reflects children's home languages and cultures within the experiences she provides, helping children to feel welcome and included. However, her interactions do not consistently build on children's ideas, introduce new language or extend their thinking. Consequently, although children enjoy their time at the setting, they are not consistently supported to build on what they already know and can do.

p.3

Inclusion Needs attention

The childminder does not consistently identify and respond to barriers to children's wellbeing and participation. Although she gathers information from parents about children's individual needs, interests and experiences, she does not consistently seek information from schools and other settings that children attend. This means that she does not always develop a full understanding of children's individual needs. She does not consistently adapt routines, experiences and interactions to meet children's changing needs. As a result, support is not always tailored effectively. Children are not consistently supported to participate fully in learning or achieve as well as they could.

p.3

Inclusion Needs attention

Nevertheless, the childminder provides a welcoming environment and values children and their families. She works closely with parents to understand children's individual needs and experiences. The childminder observes and assesses children's learning to identify their next steps. She builds positive relationships with children. The childminder recognises children's home languages and cultures and reflects these in the provision. For example, she encourages children to name colours in their home language. This helps children and their families to feel welcome, respected and included.

p.4

Inclusion Needs attention

Children are treated with kindness and respect. They develop positive relationships with the childminder and their friends. They feel that they belong in the setting and benefit from the childminder's caring approach. Children feel safe, valued and confident to participate in the experiences available.

p.4

Leadership and governance Needs attention

The childminder does not use monitoring and self-evaluation effectively enough to identify and address inconsistencies between curriculum intentions, planning and teaching. Although assessment systems identify children's learning and development needs, the childminder does not consistently use this information to plan and deliver teaching that builds on what children already know and can do. As a result, children are not consistently supported to make the best possible progress.

p.4

Leadership and governance Needs attention

Nevertheless, the childminder reflects on her practice, engages positively with professional discussion and advice and recognises areas requiring further development. She seeks opportunities to strengthen her knowledge and practice and values professional support. The childminder has established positive partnerships with parents, sharing information about children's care, learning and experiences to promote continuity between home and the setting. She provides appropriate induction, supervision and reflective discussions for her assistant, supporting professional practice and ensuring that roles and responsibilities are understood.

p.4

Leadership and governance Needs attention

The childminder engages in professional learning to strengthen her own knowledge and practice and supports her assistant's ongoing professional development. However, monitoring and self-evaluation have not yet secured consistently effective curriculum implementation or teaching. Consequently, identified priorities for improvement have not been translated consistently into practice, and children are not supported to achieve as well as they could.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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 not consistently supported to make the best possible progress because the childminder does not routinely build on what they already know and can do. She does not consistently use interactions to help children achieve their identified next steps in learning. As a result, children are happy, settled and enjoy the activities available to them, but they do not deepen their knowledge, skills and understanding as well as they could. Consequently, they are not as well prepared for the next stage in their learning as they could be. Children arrive happily, laughing together as they enter the childminder's home. They independently remove their shoes and confidently follow familiar routines before settling into play. They develop trusting relationships with the childminder, who knows them well and responds with warmth and care. Children confidently choose what they would like to play with and lead imaginative play. They assign roles and invite one another to join in, for

p.5

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

example, as they play doctors. They create artwork and proudly share this with the childminder, talking about what they have made, before selecting other toys and resources that interest them. The childminder works closely with parents to understand children's interests, experiences and individual needs. She reflects children's home languages and cultures in the provision. For example, she encourages children to name colours in their home language. This helps children and their families to feel welcomed and included.

p.6

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

Children demonstrate that they feel safe and emotionally secure. The childminder provides kind reassurance and responds sensitively to their needs. Children respond appropriately to the childminder's guidance and reminders. They enjoy sociable mealtimes, sitting together as they chat about their day, favourite foods and the meals they are eating. Children enthusiastically join in with familiar dance activities, giggling as they copy the dance movements. Children enjoy attending the setting, feel valued and respected, and are happy in the childminder's care.

p.6

Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

p.6

Action Completion Date

improve the implementation of the curriculum so that planned experiences consistently reflect children's identified next steps 12/08/2026

p.6

Action Completion Date

develop teaching by using interactions, play and everyday routines consistently to extend children's learning and development 12/08/2026

p.6

Action Completion Date

use assessment information, including information from parents, schools and, where appropriate, other professionals, consistently to inform curriculum planning and teaching 09/09/2026

p.6

About this inspection

The inspector spoke with the childminder, the assistant and children during the inspection.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 20:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

6

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.

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

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.

p.8

Urgent improvement

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.9

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.9

Urgent improvement

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

p.9

Urgent improvement

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

p.9