Childminder

Childminder

Unique reference number (URN): 2790080 Registered with Ofsted: 30/07/2024 Registers: EYR, CCR

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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, including those who face barriers to their learning and wellbeing, typically make progress across the areas of learning and development. The childminder adapts activities and support to children's individual ages, stages and needs so that they can participate and achieve. Children develop increasing independence and confidence as they learn to manage simple tasks for themselves. For instance, they learn to take off their own shoes and generally become more independent from an early age. The childminder works with parents to reinforce this learning at home, helping children to develop essential self-care skills.

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Achievement Expected standard

Children develop the confidence and independence to be ready for their next stage of learning. Parents praise the care and support their children receive. From an early age, children learn how to take their own shoes off and take care of their belongings. They develop a positive sense of self and learn how to communicate positively about themselves. Children share what makes them special and identify how they have similarities and differences to each other. This means that they build the skills they need to develop relationships and understand their community.

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Behaviour, attitudes and establishing routines Expected standard

Children build warm, trusting relationships with the childminder and generally show positive attitudes to learning. The childminder gives behaviour and attitudes a clear strategic priority. She establishes consistent, age-appropriate routines and expectations, models them calmly and regularly reviews how effectively they support children's learning and wellbeing. This means that children generally learn how to build positive relationships and develop the skills they need to be able to regulate their emotions.

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Behaviour, attitudes and establishing routines Expected standard

Children typically seek support from the childminder when they find tasks difficult. For example, when children use play dough to mould a shape or model, they generally keep trying if it does not work as they intended. The childminder responds with reassurance and encouragement, helping them build resilience and persevere towards their goals. Consequently, children generally develop positive attitudes to learning and gain the skills and knowledge they need for future success.

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Behaviour, attitudes and establishing routines Expected standard

Children generally attend regularly, and the childminder works with parents to address any emerging patterns of absence. Parents report that they feel well supported by the childminder. The childminder ensures parents understand the benefits to their children of regular and prompt attendance.

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Children's welfare and wellbeing Expected standard

Children benefit from a safe, welcoming atmosphere where they typically enjoy indoor play, learning and social activities. The childminder ensures that children access regular outdoor learning beyond the setting. For instance, she takes children to the farm, where they explore the world around them. They learn how to care for living things and where their food comes from. These experiences generally deepen children's understanding of the natural world and how to take care of themselves and the living things around them.

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Children's welfare and wellbeing Expected standard

The childminder gives children's welfare and wellbeing a clear priority. She establishes safe, consistent sleeping and eating routines and ensures that children remain well supervised at these key times. For example, she provides suitable sleeping equipment and creates a calm, nurturing atmosphere that helps children settle to sleep. Wherever possible, her childminding assistant directly supervises sleeping children. The childminder regularly reviews these arrangements and ensures that her assistant understands and follows the same expectations.

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Children's welfare and wellbeing Expected standard

The childminder always sits with children while they eat. She prepares food carefully to reduce the risk of choking and follows safer-eating guidance. Children develop their understanding of nutritious food and healthy choices through meaningful conversations, cooking and baking activities. These experiences generally help them to develop the knowledge, confidence and habits they need to make healthy choices and support their own wellbeing. The childminder adapts welfare routines to children's stages of development, dietary requirements, health needs and family circumstances.

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Curriculum and teaching Expected standard

Children enjoy recalling experiences and reflecting on what they learn. For example, they discuss their likes and dislikes and explain the reasons for their choices. Children show excitement when they develop a new skill or draw a picture they are proud of. The childminder expertly teaches children new language through these regular child-initiated conversations. The childminder consistently provides commentary in 2 languages during children's play, helping children to learn new vocabulary quickly and extend their knowledge through purposeful questions. When a child needs closer monitoring, she uses single words, checks understanding and responds to non-verbal cues. These strategies help her deliver inclusive teaching that meets children's communication needs.

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Curriculum and teaching Expected standard

The childminder's inclusive curriculum generally follows a clear sequence that builds on children's existing knowledge and supports their developmental progress. She identifies children's next steps and adapts routines and activities for those who face barriers to learning. However, she does not always support children to explore mathematical ideas fully. For example, when children build structures, she does not consistently use mathematical language or questions to extend their learning. She should define the intended mathematical learning more precisely and provide consistent support so that children develop and apply early mathematical concepts.

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Inclusion Expected standard

The childminder typically considers children's wider family circumstances when identifying potential barriers to learning and wellbeing. She increasingly understands how additional funding can provide targeted resources and experiences that meet children's individual needs. She maintains positive relationships with other professionals, enabling her to secure appropriate support for children with special educational needs and/or disabilities. The childminder and her assistant recognise the need for relevant training to deepen their expertise in early identification. Overall, the childminder is committed to ensuring that children who face barriers to their learning are included and supported to participate fully in the setting.

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Inclusion Expected standard

Children who speak English as an additional language generally make consistent progress. The childminder creates an inclusive environment by incorporating children's home languages into daily routines. She and her assistant speak English and Polish, learn key words from families and use books and pictures to enhance children's communication and understanding. They also work closely with parents to respect their preferences. As a result, children generally feel nurtured and develop a secure sense of belonging, which adults demonstrate through warm relationships and meaningful conversations.

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Leadership and governance Expected standard

The childminder builds positive partnerships with parents. She makes decisions based on the best interests of children and families. Parents speak highly of the care their children receive and value the regular information the childminder shares about their children's progress and daily experiences. Parents report that the childminder supports children's transition to school effectively by helping them develop the independence, confidence and communication skills they need for their next stage of learning. These updates help parents understand and support their children's development.

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Leadership and governance Expected standard

The childminder understands her statutory responsibilities and completes mandatory training, although not always promptly. This means that sometimes, training lapses. However, the childminder identifies this as an area for development. Similarly, she provides assistants with an induction, but needs to prioritise ongoing professional development. This will strengthen their knowledge and help them consistently fulfil their roles and meet children's individual needs. The childminder has already taken steps to minimise the impact of the lapse in training, and looks for ways to stay up to date in the interim.

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Leadership and governance Expected standard

The childminder reviews her policies and procedures to reflect any changes to legislation, such as around safer sleeping. This ensures children are kept safe. The childminder works effectively with her assistants and meets up with them regularly. The childminder manages the assistants' workload and wellbeing effectively. The childminder maintains oversight of her provision and regularly considers the ongoing suitability of household members and assistants.

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

Children eagerly arrive at the setting, smile widely as they greet the childminder and quickly settle into play. Children laugh, behave playfully and show that they are happy to see one another. Children typically feel safe, secure and well cared for in this welcoming environment. They form warm, trusting relationships with the childminder and her assistant and confidently seek reassurance or support when they need it. Children benefit from consistent sleeping, eating and daily routines, and adults supervise them carefully. Children's individual health, dietary and family circumstances inform the care they receive, helping all children to participate fully.

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

Children play alongside one another with increasing confidence, share resources and begin to develop simple shared ideas. For example, children take it in turn to feed and care for their dolls. They narrate stories and recreate familiar routines from home through their role play. This helps children to understand the world around them. Children benefit from the secure relationships the childminder forms with them and their families. This means that children's interests are well considered in line with their unique needs to ensure routines are well matched to support them. Children make choices about their play and select resources independently. They help to tidy the environment, care for equipment and contribute to familiar routines. These responsibilities generally strengthen children's confidence, sense of responsibility and understanding that they can make a positive contribution to the setting.

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

Children develop a strong sense of belonging through regular community experiences that help them understand their place in the wider world. They confidently recall these experiences and express their preferences. The children benefit from skilful support to help

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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About this setting

Local authority: Bournemouth, Christchurch & Poole develop their communication and language skills. Consequently, all children, including children who speak English as an additional language, build the knowledge and skills they need for their next stage.

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Next steps

The childminder should build on her professional development opportunities to continually strengthen her setting. The childminder should strengthen the delivery of the curriculum to further support children's understanding of early mathematical concepts.

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About this inspection

The inspector spoke with the childminder, her assistant, parents 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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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. 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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