Oliver, Luke Brandon

Childminder

Unique reference number (URN): 2828330 Registered with Ofsted: 25/03/2025 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

Achievement Expected standard

Children generally make the progress they need for their next stage of learning, including school. This includes those with special educational needs and/or disabilities and those who face barriers to their learning and/or wellbeing. Older children use language such as '£1' when selling their pretend ice creams to the childminder. Younger children begin to recognise shapes confidently, including triangles. Children demonstrate their emerging mathematics skills. Younger children laugh as they run around outside. They climb and negotiate steps and obstacles well as they build their strength and coordination. Older children build their finger strength and dexterity when drawing lines with chalks. Children communicate confidently. Younger children babble and begin to use short phrases, and older children enjoy back-and-forth conversations with the childminder and their peers. They independently ask the childminder to read their favourite stories and begin to recall what

p.2

Achievement Expected standard

happens next. Children begin to develop a love of stories, and younger children begin to turn the pages confidently. At times, the organisation of routines can hinder children's focus on and engagement with the learning intent.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children demonstrate warm and trusting relationships with the childminder. Younger children seek reassurance when needed, and older children confidently ask for help. Children show care for one another as younger children cuddle older children, building a positive culture of kindness. Children typically develop a keen attitude towards their learning, such as independently creating their own fun games. The childminder is a positive role model for children, helping them to build fundamental skills such as turn taking, patience, resilience and perseverance. For example, children keep trying when using pincers to grab the pretend wiggly worms in the sand. The childminder uses lots of praise and encouragement, which helps children to persevere and feel valued.

p.2

Behaviour, attitudes and establishing routines Expected standard

Overall, children listen well and follow day-to-day routines, such as washing hands and getting ready for outside play. The childminder understands the importance of routines and supporting children's transitions during these times. However, at times, routines are not as organised as they could be. This occasionally distracts children from their learning. For example, during story time, various distractions hindered children's concentration and focus.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder adapts his interactions and expectations for children based on their individual needs and abilities. This means children including those with barriers to their learning and/or wellbeing understand what is being asked of them. Alongside this, the childminder uses books to help children to begin to understand and regulate their behaviours. The childminder understands the importance of regular attendance and follows this up promptly when needed. Children are happy, safe and secure in their environment.

p.2

Children's welfare and wellbeing Expected standard

Children typically begin to develop positive habits for their future. They engage well with effective hygiene routines and practise their self-care skills. For example, older children attend to their toileting needs, and younger children find their shoes ready to go outside. The childminder works closely with parents and carers to promote healthy eating expectations, and parents actively enjoy participating, supporting effective parent partnerships. The childminder works alongside national initiatives to promote the importance of oral hygiene and helps children to learn about their personal safety. For example, children including those with special educational needs and/or disabilities (SEND) and those who face barriers to their learning and/or wellbeing learn about keeping their bodies safe.

p.2

Children's welfare and wellbeing Expected standard

The childminder works in partnership with parents to ensure that he has a thorough understanding of the personal needs of children of all ages. This helps the childminder to tailor care routines, effectively meeting children's individual needs. Warm, positive relationships promote children's welfare, wellbeing and emotional security. The childminder has secure knowledge of safer eating and sleeping guidelines and follows these accordingly.

p.3

Children's welfare and wellbeing Expected standard

Children generally begin to develop empathy for each other. For example, when older children see their younger peers a little upset, they reassure them, 'It's okay.' The childminder has recently undertaken training on 'positive behaviour'. This has supported him to implement strategies that help children to begin to regulate their emotions, supporting their emotional intelligence and wellbeing. This has had a particularly positive impact on those with SEND and barriers to their learning and/or wellbeing.

p.3

Curriculum and teaching Expected standard

The childminder has created a varied curriculum that is built around children's interests and next steps in learning. The childminder uses information gathered through regular observation and assessment to determine what children know and what they need to learn next. The childminder works alongside his co-childminder to deliver a well-organised and sequenced curriculum that is tailored and adapted where appropriate. For example, he makes adaptations for new starters to ensure they quickly settle and feel secure, fostering their personal, social and emotional development.

p.3

Curriculum and teaching Expected standard

The childminder provides a balance of child-led play to help children to make choices and lead their play, as well as adult-guided learning to target specific next steps. However, occasionally, planned activities are not as accessible to younger children. For example, during a sand activity, they could not fully reach into the bowls of sand provided to them. This impacts on their participation and focus on the intended learning.

p.3

Curriculum and teaching Expected standard

The childminder typically helps children to develop their communication and language through daily routines, such as stories, singing and discussions with children. This helps them to develop their language, impacting positively on their ability to enjoy conversations with their peers. Children who have previously struggled with communication have made steady progress and demonstrate emerging confidence when using short sentences. The childminder generally provides opportunities for children to develop their early mathematical skills through play. For example, children begin to understand the concept of money through role play and recognise some 2-D shapes, such as triangles. Younger children enjoy matching colours and talk about their favourite colours confidently.

p.3

Inclusion Expected standard

The childminder creates a nurturing and inclusive environment. He gathers detailed information from parents and carers when children start, to help him to understand and create precise starting points for their learning and development. The ongoing assessment and monitoring procedures ensure any gaps in children's learning are quickly identified. The childminder implements effective support plans when additional support is needed. Early intervention is a strength of the childminder, who understands the importance of working in partnership with parents and other professionals to ensure children receive the support they need. For example, collaborative working helps ensure that children with speech delay receive targeted support. This positively impacts on children's progress from their starting points, including those with special educational needs and/or disabilities (SEND) and those who face barriers to their learning and/or wellbeing.

p.4

Inclusion Expected standard

The childminder targets his training to the individual needs of children. For example, recent autism training has helped him to gain a deeper insight into how to best support children with SEND. The childminder works with other settings children attend to share important information, such as 2-year-old development checks. This helps to support transitions and provide continuity in children's learning. However, routines are not always sufficiently organised to consistently support children's transitions. The childminder understands how to use additional funding when received, to make a positive impact on children and families.

p.4

Leadership and governance Expected standard

The childminder and his co-childminder have established positive working partnerships with parents and carers, local schools and other professionals. Children benefit from these partnerships which provide continuity of care between home and setting. They regularly take children out to enjoy trips into the community. For example, they enjoy trips to the local park, going on walks to pick blackberries and visiting the shops where they explore the concept of money. This provides children with many opportunities to learn about diversity, the natural world and their local community. Parents report that the childminder 'places children at the heart of his work'. The childminder recognises the importance of his own wellbeing and minimises workload to help maintain this.

p.4

Leadership and governance Expected standard

The childminder typically has a clear vision and regularly evaluates the provision alongside his co-childminder to identify strengths and areas for improvement. For example, the childminder wanted to refresh his knowledge on special educational needs and/or disabilities (SEND). He completed relevant training to help improve his confidence and knowledge. This has also impacted positively on the support he provides for children with SEND. However, the childminder should continue to reflect on the organisation of some routines and planned activities to further strengthen the quality of learning experiences for children.

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 demonstrate that they feel settled, safe and secure in the childminder's warm home-from-home setting. Those who have newly joined the setting beam with delight as they explore confidently yet seek out the childminder when needed for reassurance. This shows how positive relationships are formed right from the start. Children play independently and alongside their peers, learning to share and play cooperatively. For example, younger and older children enjoy making pretend ice creams and use their imaginations well to create scenarios in their play. Children form a sense of belonging

p.5

About this setting

through the warm and nurturing support the childminder provides all children. His detailed knowledge of children and their families helps him to support their individual needs. This ensures children including those with special educational needs and/or disabilities and those who may face barriers to their learning access an inclusive and welcoming environment.

p.6

About this setting

Children typically achieve well from their starting points and demonstrate a positive attitude towards their learning. Younger children enjoy exploring the texture of sand, and older children excitedly search for the hidden coloured pebbles. Outside, children develop their large-muscle skills. For example, younger children relish the space to develop their stability and balance, and older children practise their over- and underarm throws when throwing beanbags onto chalked numbers. Children including those who may face barriers to their learning demonstrate curiosity, motivation and enthusiasm.

p.6

About this setting

Children become increasingly independent and have opportunities throughout daily routines to develop these skills. For example, children pour their own drinks, make choices and enjoy helping with small tasks, such as setting up tables and tidying away. Children respond positively to the childminder. He works closely with families, ensuring they feel welcomed, and closely monitors attendance.

p.6

Next steps

The childminder should strengthen how planned activities are adapted so that they are fully accessible to children and support their participation and learning. The childminder should strengthen the organisation of daily routines so that children experience smooth transitions and remain focused and engaged in their learning.

p.6

About this inspection

The inspector spoke with the childminder and children. Parents also shared their views 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. Unique reference number (URN): 2828330

p.6

About this inspection

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

p.7

Facts and figures used on inspection

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

p.7

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.8

Urgent improvement

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

p.8

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.

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.8

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