Childminder

Childminder

Unique reference number (URN): 2778763 Registered with Ofsted: 04/04/2024 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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Children's welfare and wellbeing Expected standard

The childminder implements effective practices to support children's welfare needs. Children demonstrate that they feel safe and confident in the childminding environment. They are familiar with the activities on offer to them and keen to play with the family pets. Children have daily access to outdoor learning, fresh air and exercise to support their good health. They enjoy watering the fruit they are growing in the garden and learning about eating nutritious food.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop age-appropriate independence. She encourages them to put on and take off their own shoes and to manage their toileting needs according to their stage of development. The childminder demonstrates great affection for the children she cares for. She is very attentive to their needs and makes sure that all children develop secure relationships with her.

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Children's welfare and wellbeing Expected standard

The childminder provides nutritious food for children to enjoy. She talks to them about the importance of drinking water in the warm weather. Children understand that they must stay in the areas of the garden used for play to keep them safe. They listen carefully to the childminder's instructions when moving from inside to outside to ensure their safety.

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Children's welfare and wellbeing Expected standard

The childminder encourages children to think and talk about their emotions. They discuss what might make them feel scared and how they could respond to this.

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Inclusion Expected standard

The childminder understands how to identify if a child might need additional help with their development. She is aware of local services she can access and who she can reach out to for support if needed. The childminder uses additional funding available for children effectively. She uses her knowledge of children's interests to adapt her curriculum to benefit their progress. For example, the childminder knows that children enjoy outdoor learning. She recognises that this is having a positive impact in supporting children's language development. The childminder uses this additional funding to purchase resources which help children to enjoy outdoor learning all year round. This helps children to access an interesting curriculum which supports their progress. The childminder monitors the impact of funding carefully. This helps to close gaps in learning for children.

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Inclusion Expected standard

The childminder has accessed additional training to support her understanding of special educational needs and/or disabilities. She is confident in the use of signing to help children who find it difficult to communicate. The childminder is aware of what may make a child vulnerable and how to support children to make appropriate progress in their learning.

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Achievement Needs attention

Children do not all make typical progress through the curriculum. Older children are not able to demonstrate that they have the skills they will need for the next stage in their development. They are not able to show that they can confidently articulate their ideas, thoughts and feelings. Older children are not able to manage their behaviour in an age- appropriate way.

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Achievement Needs attention

Younger children make more confident progress. They talk as they play and are beginning to enjoy being sociable with their friends. Younger children are beginning to understand how to read books for themselves. They turn the pages and babble as they pretend to read the words. Children who access additional funding evidence that they make effective progress from their starting points.

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Behaviour, attitudes and establishing routines Needs attention

The childminder has not ensured that all children understand the expectations for behaviour she would like them to follow. At times, the childminder does not support children's behaviour effectively. For example, when children snatch toys or go to hit others, the childminder does not always ensure that this is managed positively. The childminder is not always ambitious enough for how older children should behave. When children refuse to share toys or resources, the childminder does not always ensure that her requests for them to do so are followed through.

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Behaviour, attitudes and establishing routines Needs attention

The childminder is very warm and caring with the children she cares for. Children have built trusting relationships with her and frequently go to her for cuddles. Younger children are developing some positive attitudes to learning and play for extended periods of time with their chosen activities. The childminder reminds them to play collaboratively and not to throw the sand in case of injury.

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Behaviour, attitudes and establishing routines Needs attention

The childminder understands the importance of children attending their sessions regularly. She recognises her responsibilities to follow up any non-attendance and how to establish positive routines before children start school.

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Curriculum and teaching Needs attention

The childminder does not always adapt her curriculum effectively. As a result, not all children make typical progress in their learning. She is not always ambitious enough when supporting children's communication and language development. For example, the childminder does not model effective language skills for older children to help them to speak in full sentences. The childminder's assessments of children's learning in relation to their language development are not always accurate enough. This means that she is sometimes not able to identify when children are not achieving at an age-appropriate level.

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Curriculum and teaching Needs attention

Interactions with younger children are more positive. The childminder extends children's learning in order that they can begin to put words together. As children make sandcastles, the childminder comments that it is a 'small castle' then points out a 'big castle'. She encourages children to find the door in the castle. As a result, children repeat the words after her and show that they understand what this means.

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Curriculum and teaching Needs attention

The childminder recognises the importance of supporting children's physical development. She provides climbing equipment outside for children to develop their strength and balance. Children enjoy practising bending their knees before they bounce on the trampoline. The childminder reads stories to children about their emotions. These are helpful in supporting children to think about how different scenarios make them feel.

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Leadership and governance Needs attention

The childminder has not identified where the curriculum and support for children's behaviour need further attention. She does not have an accurate view of the strengths of the setting. She identifies that the children she is caring for learn best outside. However, she has not focused enough on supporting all children to be ready for the next stage in their learning.

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Leadership and governance Needs attention

The childminder understands her role in supporting all children and particularly those who face barriers to learning to make effective progress. She places a strong emphasis on her very positive relationship with children and their families. Parents are hugely appreciative of the care and attention she shows for their child. The childminder uses an app to share information with parents about next steps in children's learning. She is keen to further explore the use of technology within her setting as an area for development.

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Leadership and governance Needs attention

The childminder accesses a number of training opportunities to keep her knowledge up to date. She values the support of the network of childminders she meets regularly. This helps her to share professional discussions about further professional development courses which may be available to her.

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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

Not all children achieve well. Those preparing for the next stage in their education are not always supported effectively enough. Older children do not always receive the encouragement they need to develop their spoken language across the curriculum. Younger children are receiving appropriate support. They listen carefully to the childminder as she models new vocabulary for them. At times, the childminder is not ambitious enough for what she would like children to learn.

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

The childminder has not developed an effective system of support for children who struggle to behave appropriately. Some children are not supported to manage their feelings and emotions, use their words to say how they are feeling and struggle to share toys. At times, this is not managed effectively. For example, when children snatch books away from another child, the childminder reminds them that this is not kind and that they should share. However, when children refuse to do this, the childminder allows this behaviour to continue. This results in some children not having access to the books they would like to read and poor behaviour not being challenged.

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

All children are welcomed into the childminder's care. She develops close relationships with children and their families. Children demonstrate that they feel safe and secure as they laugh and joke in the childminder's company. Parents are hugely appreciative of the childminder's willingness to 'go that extra mile' for their child. The childminder is hugely enthusiastic about celebrating the character of each child and supporting their uniqueness. Children are developing some social skills as they giggle with each other at snack time.

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About this setting

Register(s): EYR, CCR, VCR Children who face barriers to learning are making typical progress from their starting points. The childminder recognises the importance of children attending regularly to gain the most from each session.

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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:

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Action Completion Date

ensure that effective support is implemented to help older children to understand the difference between right and wrong and follow boundaries consistently 30/09/2026

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Action Completion Date

ensure that interactions with children support their age and stage of development, particularly those preparing for the next stage in their education 30/10/2026

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About this inspection

The inspector spoke with the childminder, children and parents 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. Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 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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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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