Childminder

Childminder

Unique reference number (URN): 2815201 Registered with Ofsted: 22/01/2025 Registers: EYR

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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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Achievement Expected standard

Children generally make appropriate progress from their starting points across different areas of learning. For example, they develop their communication, physical skills and social understanding over time. This includes making friends with their peers and learning to share, with support. Children follow simple instructions, such as to tidy away and get ready to go out to play.

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Achievement Expected standard

Children play for long periods during activities and are happy for the childminder to engage in play alongside them. They increasingly follow routines with growing confidence. The childminder ensures the delivery of activities provides a fun time for all children and opportunities to play together, and yet is purposeful to enable each child to have the right skills to make the move on to school with ease.

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Achievement Expected standard

Children are keen learners and engage happily. However, children's language development in English and independence skills are not consistently well developed.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and feel safe and secure in the childminder's care. They are supported to develop positive behaviour. The childminder encourages sharing and turn-taking during children's play. This helps children learn how to cooperate with each other. The childminder acts as a positive role model. She is kind, calm and respectful of children at all times. As a result, children learn to be polite and considerate towards others.

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Behaviour, attitudes and establishing routines Expected standard

Children typically engage in activities that interest them and demonstrate increasing levels of concentration for their ages. They remain focused on activities and take on new learning and challenges. The childminder plans activities with clear learning intentions and opportunities to further extend their learning.

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Behaviour, attitudes and establishing routines Expected standard

The routines are flexible and responsive to children's individual needs. Children are not rushed to move from one activity to another and receive comfort, reassurance and cuddles when needed. This helps them to feel safe and supported with their emotional wellbeing. The childminder promotes the importance of regular attendance and punctuality with parents and carers. This generally helps children to establish secure routines and benefit from continuity in their care and learning experiences.

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Children's welfare and wellbeing Expected standard

The childminder forms secure and nurturing relationships with all children. This helps children to feel happy and develop a sense of belonging. The childminder offers children cuddles, calm words and praise. She models positive behaviour and creates a reassuring and caring atmosphere.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy practices effectively. The childminder supports children's understanding of personal safety and physical wellbeing through everyday routines and outdoor play. She helps them to begin to meet simple safety expectations, such as learning how to use the stairs in her house safely. Children enjoy the varied, nutritious meals and snacks provided to them.

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Children's welfare and wellbeing Expected standard

The childminder shares information regularly and works in partnership with families to support children's individual needs. For example, she discusses toilet training with parents and carers to ensure they all work together to support children's development. Although children are aware of washing their hands during appropriate times of the routine to support their wellbeing, at times this is too adult assisted. This does not give children the opportunity to do this on their own and build on their emerging self-help skills.

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Curriculum and teaching Expected standard

The childminder provides a range of activities and outings daily, with clear learning intentions in mind for each individual child. She focuses on what children need to learn next and builds on existing learning too. The childminder shares relevant information with other professionals involved in children's learning and observes children as they play to identify their developmental stage.

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Curriculum and teaching Expected standard

Children are happy and engaged in their play and develop a range of important skills. Children's learning is extended as the childminder promotes new learning or new interests. For example, as children learn to build with bricks across the floor, they are supported to learn to build a tower upwards too. Children enjoy the home corner as they take care of their dolls. The childminder promotes further learning, such as by introducing mathematical concepts when children engage with construction play.

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Curriculum and teaching Expected standard

The childminder models language clearly in children's home languages, and children themselves speak this well for their age. However, the teaching of English is not as effectively taught in play and routine activities to extend children's English vocabulary at the same pace.

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Inclusion Expected standard

The childminder welcomes children into her care gradually, helping them to settle at their own individual pace. She uses this time to observe, assess and understand each child and any emerging needs. In addition, the childminder gathers information from parents and carers to help establish children's starting points when they first start. This information helps her to understand children's interests, abilities and individual needs. Ongoing observations and assessments are undertaken to identify what children need to learn next.

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Inclusion Expected standard

Although the childminder is not currently caring for any children with any special educational needs and/or disabilities, she generally demonstrates an appropriate understanding of how to support children's individual needs. She understands the importance of working in partnership with parents and carers and seeking advice from relevant professionals when concerns arise. For instance, she works with other agencies when children are identified with delayed speech and language development.

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Inclusion Expected standard

The childminder completes required progress checks for children between the ages of 2 and 3 years effectively. This helps her to identify children's stage of development, areas where they are excelling and areas where they may require additional support. This is used to inform parents about how they can support their children's learning and development at home. The childminder continues to undertake regular assessments to identify children's ongoing development needs. This enables her to identify any gaps or delays and generally address them promptly.

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Leadership and governance Expected standard

The childminder engages with professionals in the local authority and information through childcare sites online. She keeps updated about any changes to her role and responsibility, and sources relevant training to enhance her knowledge and provision further. The childminder uses relevant guidance about children's development to identify their next steps in learning and to understand their progress. The childminder recognises there is scope for development in the service she provides for children and families.

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Leadership and governance Expected standard

The childminder builds warm relationships with parents and carers, who value her advice and support. Parents speak positively about the childminder and value how their children learn and achieve. They appreciate the guidance, advice, regular newsletters and daily communication she maintains. This helps parents to remain informed about their children's experiences and development.

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Leadership and governance Expected standard

The childminder and her assistants work as a strong team and professionally. The childminder generally supports any assistants she may work with suitably and works well alongside other professionals. She typically plans regular training and coaching to build on their skills and to support them in their roles.

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

Children are happy and settled and attend regularly. Children and their families are known well and benefit from warm and caring relationships with the childminder. This helps children to feel safe, secure and valued. The childminder has suitable systems in place to monitor attendance.

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

The childminder delivers a curriculum that is varied and supportive of each child's individual development and learning. As a result, opportunities to build on children's learning and development are well supported in the main. Children's home languages are supported well for those who speak English as an additional language.

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About this setting

Unique reference number (URN): 2815201 Children are comfortable in the childminder's home. They are familiar with the routine and confidently select activities that capture their attention. Children are comfortable to seek out familiar adults for comfort and support when needed. Children understand daily routines and increasingly manage most age-appropriate tasks for themselves. For example, they help to tidy away resources and feed themselves.

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About this setting

Children enjoy their play and the activities offered, both indoors and when visiting the local park. They enjoy spending time playing alongside their peers. Outdoor play helps children to develop their physical skills as they learn to run, balance and climb with increasing confidence. Children learn to follow safety rules, such as learning about road safety.

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About this setting

Children learn to share, take turns and consider the needs of others with support from the childminder. They benefit from the childminder's calm, respectful and positive manner. She helps children to begin to understand and manage their emotions. Children enjoy healthy snacks and meals. Mealtimes are a calm and social time where children engage in conversations about food. This helps to promote their understanding of healthy choices.

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Next steps

The childminder should provide children with additional opportunities to build on their English-speaking skills and understanding throughout the daily routine and activities. The childminder should support children to extend their existing self-care and independence skills throughout the daily routine.

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About this inspection

The inspector spoke with the childminder, assistants and children, and reviewed written feedback from parents and carers 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 16:00

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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

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 .

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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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