Childminder

Childminder

Unique reference number (URN): 2813261 Registered with Ofsted: 15/01/2025 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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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the forefront of her practice. She gathers detailed information from parents and carers during the settling-in process. The childminder uses this information to understand children's individuality and their progress and to identify ways their wellbeing can be supported. For example, she recognises when children experience separation anxiety and works closely with parents to adapt arrival routines. As a result, children settle more quickly and feel safe and secure. The childminder responds attentively to babies, offering reassurance and supporting them in a nurturing way. The childminder follows individual care routines for babies closely and adapts where necessary to meet their needs.

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Children's welfare and wellbeing Strong standard

Children develop positive, healthy habits and an understanding of a healthy lifestyle. They enjoy balanced snacks. The childminder is committed to supporting and guiding parents to provide healthy, nutritious choices in children's packed lunches. She regularly has discussions with parents about foods that have high sugar and salt content and provides suggestions on how to create a balanced lunch. Parents praise the support they have received from the childminder and how her advice has enabled their children to develop 'healthy lifestyle habits'. The childminder ensures safer sleep practices are rigorously implemented by following safer sleep guidance and completing checks while children are sleeping.

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Children's welfare and wellbeing Strong standard

The childminder understands the importance of physical activity. She encourages children to join in with different running games and yoga. Children have access to regular trips to the local park, where they are challenged to move in different ways to support their gross motor skills.

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Achievement Expected standard

Overall, children make gradual progress and are prepared for the next stage in their learning. They confidently express their thoughts and engage in conversations with each other as they take part in role-play activities, dressing up as different occupations. Children take on small responsibilities which help to build their confidence. For example, they are supported to find younger children's photographs to complete the self-register. Children listen carefully and follow instructions. They participate confidently in group activities alongside their peers. Children are encouraged to take turns and share resources with each other.

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Achievement Expected standard

Children demonstrate their growing independence as they are supported to wash and dry their hands independently. They develop their fine motor skills as they make marks. Children proudly show their mark making to the childminder and her assistant. They demonstrate effective hand–eye coordination as they pour rice into different containers. Children respond to instructions as they experiment with pouring the rice 'fast' and 'slow'.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides children with well-established routines that help them understand what comes next. Children typically demonstrate a positive attitude towards learning as they are confident to take part in a range of activities, both adult-led and child-led. The childminder reinforces simple boundaries and provides lots of positive reinforcement when children complete small tasks. For example, the childminder gives lots of verbal praise when children tidy up resources for group time. They listen enthusiastically to instructions. For example, children sit on their own mat ready for group time and check there is enough space for them to sit in the group. Children play cooperatively together. The childminder reinforces simple 'friendship rules' with older children to support them to develop positive relationships with each other.

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Behaviour, attitudes and establishing routines Expected standard

All children have a clear understanding of the expectations in the setting. For example, after washing and drying their hands, they understand where they need to stand to wait while their friends wash their hands too. The childminder follows individual care routines for babies and younger children. She adapts her routine where needed to ensure new children remain settled in the setting. This flexibility enables children to feel safe and form secure attachments with the childminder.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors attendance and provides parents with flexibility around the sessions children attend, where she can, to promote regular attendance.

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Curriculum and teaching Expected standard

The childminder designs a curriculum which is sequenced and prepares children for the next stage of their learning. She has a detailed understanding of individual children's progress and uses this to plan experiences which support children to reach the next step in their learning.

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Curriculum and teaching Expected standard

The childminder focuses on promoting children's communication and language. She narrates children's play when appropriate, repeats language and asks open questions. The childminder encourages all children to join in with group times and sings a variety of simple nursery rhymes with children. She encourages children to copy different actions and choose the next song they would like to sing. However, group teaching is not yet fully adapted to meet the needs of babies and younger children. As a result, some children lose their focus and interest.

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Curriculum and teaching Expected standard

The childminder supports children to develop their physical skills. For example, children use a range of tools to scoop coloured rice into different containers. The childminder generally adapts activities to meet children's different ages and stages of development. For example, she provides sensory trays at different heights for younger babies to explore. She extends and introduces new vocabulary for older children. However, the childminder does not consistently extend activities or provide younger children with regular learning opportunities to actively join in and build on what they already know. As a result, opportunities to extend children's development are not always fully maximised.

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Inclusion Expected standard

The childminder has an in-depth understanding of children's individual needs. She works in partnership with parents and carers by providing flexible settling-in sessions, which enable them to share detailed information about their child's development. The childminder generally uses this information to celebrate children's individuality and provide learning experiences that reflect their interests. For example, she provides additional resources linked to children's fascination with objects that rotate, extending their exploration and learning.

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Inclusion Expected standard

The childminder assesses children's progress frequently through observations and ongoing assessment. She has a clear understanding of each child's stage of development and interests and how they can be supported to progress to the next stage of their learning. The childminder makes appropriate adjustments where required to ensure children feel safe, develop a sense of belonging and make progress. For example, the childminder considers children's previous adverse experiences and recognises when they need further support to promote their emotional development so they can thrive in the setting.

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Inclusion Expected standard

The childminder currently does not have any children on roll with special educational needs and/or disabilities. However, she has clear processes to identify when children may need further support and for how she would collaborate with external agencies where appropriate. The childminder understands how she might use any additional funding to support children's progress. She recognises this as an area for further development and has plans in place to develop her knowledge through training.

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Leadership and governance Expected standard

The childminder effectively evaluates the setting and has a clear understanding of her strengths and improvement priorities for the future. For example, she is committed to developing her knowledge of supporting children with special educational needs and/or disabilities and has plans in place to achieve this. She demonstrates a commitment to professional development, recognising that developing her knowledge and skills will enhance the quality of care and education for children. The childminder shares ongoing feedback with any assistants that work with her to support them in their role and improve the quality of teaching over time.

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Leadership and governance Expected standard

The childminder builds trusting relationships with parents and carers. She recognises the importance of ensuring families feel valued and have access to appropriate support at the right time. The childminder reinforces the importance of children's wellbeing with parents and identifies ways parents can support children's learning at home. For example, she frequently provides home learning packs to parents to encourage reading stories at home, as well as on other topics such as promoting the benefits of oral health. Parents describe the childminder as 'dedicated, nurturing, supportive' and someone who helps children feel secure while preparing them for the next stage of learning. The childminder makes all decisions with the children at the centre. The childminder and any assistants that work with her enjoy frequent trips out with children in the local community to playgroups, soft play, the local park and the library. This provides

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Leadership and governance Expected standard

children with a variety of different experiences. The childminder supports her assistants through regular reflective discussions. She actively considers the views of all assistants to identify ways the setting could be enhanced further. As a result, any assistants that work with the childminder feel valued and supported.

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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 confidently and are greeted by a warm and supportive childminder. Children settle quickly into the setting and show they feel safe through the trusting relationships they form with the childminder. Children separate smoothly from their parents and carers and develop a sense of belonging as they are supported to find their own photographs to complete the self-register.

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

Children develop positive relationships with each other, behave well and join in each other's play. They participate in a range of activities planned around their interests, such as role play, mark making and exploring sensory experiences. As a result, children develop their confidence and communication skills. They benefit from activities that are focused on supporting them to prepare for the next stage of their learning. Children eagerly join in with daily singing rhymes and move in different ways with fabrics as they participate in action songs. They hear lots of language throughout their play, for example words such as 'soft', 'fast' and 'slow' as they pour coloured rice into different containers.

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

Children enjoy healthy snacks at mealtimes and have conversations with each other. They take part in a wide variety of daily experiences, including walks to local parks, playgroups and soft play, supporting them to develop an understanding of their local community. Children develop their independence as daily routines are consistent and well embedded. Children enthusiastically join in with tidy-up time and wash and dry their hands independently. Overall, younger children are supported well as their individual care routines are closely followed and adapted when the childminder recognises that they are tired or hungry.

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Next steps

The childminder should adapt group activities for younger children so they can remain engaged and sustain their concentration. The childminder should ensure the curriculum and teaching consistently extend learning for younger children so they remain focused on purposeful learning.

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About this inspection

The inspector spoke with the childminder, her assistant 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.

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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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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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