Childminder

Childminder

Unique reference number (URN): 2797943 Registered with Ofsted: 25/07/2024 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 Strong standard

Children achieve well from their individual starting points. They develop confidence, independence and communication skills and apply what they learn in different situations. Younger children use tools safely with support, peel stickers, use ink stampers and move confidently and independently. They listen attentively, use a widening range of vocabulary and increasingly combine words into short sentences.

p.2

Achievement Strong standard

Older children manage aspects of self-care independently and use mathematical language in play. They follow instructions, sustain their attention and show care for younger children by asking them to join their play. Children with special educational needs and/or disabilities and those facing barriers to learning make secure progress and develop the knowledge and skills they need for their next stage of learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children behave well and understand the routines and expectations that help them play and learn successfully. They listen to instructions, use polite language and show care for one another. They know how to prepare for snack, collect their own chairs and drinks and return drinks to the trolley afterwards. Children use phrases such as, 'Can I have a go please?' to take turns and cooperate. Older children show care for younger children when using ride-on toys and wait for them when needed.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations of children and supports positive attitudes by explaining what will happen next and preparing children for transitions. She gives children meaningful choices and encourages them to persevere when something feels difficult. When children need additional support to regulate, she notices their cues and adapts the day, including providing opportunities for physical activity to help them be calm and settle. Children engage enthusiastically in learning and willingly return to activities to practise new skills. The childminder works flexibly with parents and carers to support attendance and helps children gain the most from their sessions.

p.2

Children's welfare and wellbeing Strong standard

The childminder thoughtfully tailors care routines to each child and works closely with parents and carers as needs change. She adapts sleep routines sensitively and shares safe sleeping and screen-time guidance with parents. She notices when children need rest after physical activity and checks whether they feel hot or cold, giving them choices about clothing. Children develop an understanding of privacy as the childminder knocks before offering help when they use the toilet. She supports children to become increasingly independent in managing their personal care and helps them understand the importance of looking after themselves.

p.2

Children's welfare and wellbeing Strong standard

Children develop healthy habits through everyday routines. The childminder teaches children to wash their hands before eating and explains why good hygiene matters. She promotes healthy eating and teaches children how to use knives safely, and peel and spread food. Children explain that knives are sharp and could hurt their hands. They develop an understanding of oral health through daily toothbrushing and pretend toothbrushing in their play. Children have daily opportunities to be physically active through trips to parks, woods and the beach and through football and other active play in the garden. These experiences help children build confidence in their physical abilities and understand how exercise supports their health and wellbeing.

p.2

Curriculum and teaching Strong standard

The childminder provides a highly ambitious and enriching curriculum that builds carefully on what children know and can do. She uses information about children's starting points, observations and regular assessments to identify gaps and plan meaningful next steps. She skilfully adapts experiences to children's interests and individual needs while ensuring that they experience all areas of learning. Children benefit from varied opportunities beyond the childminder's home, including attending childminder groups, going on walks and visiting woodland and beaches.

p.3

Curriculum and teaching Strong standard

The childminder's teaching is highly effective, interactive and responsive. She consistently extends children's communication, thinking and skills by introducing new vocabulary, repeating and expanding their words and giving children time to respond. Mathematical learning is embedded in play and routines. Children explore the concept of 'more,' 'less' and 'heavy', count and identify colours and shapes as they play in the garden. Physical development is supported through purposeful opportunities, such as pouring, lifting, carrying, using tools and riding trikes. The childminder asks thoughtful questions, recalls previous learning and encourages children to persevere.

p.3

Curriculum and teaching Strong standard

The childminder evaluates the impact of her teaching and uses professional learning to refine her practice. She identifies gaps in children's learning early and adapts activities, resources and teaching strategies accordingly. These adaptations have a significant impact on children's communication, confidence, focus and participation.

p.3

Inclusion Strong standard

The childminder creates a highly inclusive environment where every child is valued and supported to participate fully. She identifies children's needs early and acts promptly to reduce barriers to learning and participation. She works closely with parents, carers and professionals and uses assessments and targeted strategies to successfully support children with special educational needs and/or disabilities and those facing other barriers. She promptly seeks advice when she identifies gaps in children's development and undertakes relevant training and research to strengthen her knowledge. She puts appropriate strategies in place while awaiting further advice and regularly reviews the impact of these with parents to ensure that her support is making a positive difference to children's learning and wellbeing.

p.3

Inclusion Strong standard

The childminder thoughtfully adapts routines, resources and teaching, so every child can participate successfully. She gradually broadens children's experiences when they find it difficult to try new opportunities, helping them develop confidence and play skills. She skilfully breaks learning into manageable steps and adapts the length of adult-focused activities to develop children's attention. She understands how to use additional funding effectively. This helps ensure that all children make secure progress from their starting points.

p.3

Leadership and governance Strong standard

The childminder is highly reflective and committed to providing positive experiences for all children. She regularly reviews her practice and thoughtfully considers what has worked and what needs to improve. She adapts activities, resources and children's next steps as their needs, interests and circumstances change. This reflective approach has a significant impact on children's learning and development.

p.4

Leadership and governance Strong standard

The childminder makes effective use of professional learning. Targeted training has strengthened her assessment and teaching of communication and language. She undertakes regular online learning, carries out her own research and seeks advice from other childminders, professionals and local authority advisers. She uses this knowledge to improve resources and strategies that help children with additional needs participate fully. She manages her workload thoughtfully and protects her own wellbeing, enabling her to remain focused and effective in her role.

p.4

Leadership and governance Strong standard

Partnerships with parents, carers, professionals and other settings are well developed. Parents describe their children as happy and secure and report improvements in communication, confidence, independence and social skills. They value the supportive strategies the childminder shares and the help she provides to access professional advice. The childminder communicates effectively with schools and invites staff to understand children's individual needs, strengths and interests. This supports children to make a smooth transition to school.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

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 thrive in this nurturing and stimulating childminding environment. They form secure relationships and confidently seek reassurance when needed. Children eagerly explore, investigate and make choices about their play. They show enthusiasm when joining exciting experiences, saying, 'Ooh yes. Let's do it' and 'I did it' when they achieve something new. Positive interactions help children feel valued, secure and confident to try new things.

p.5

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

Children benefit from a rich range of experiences. They learn how to use a water pump, walk across stepping stones, ride trikes, explore bubbles and use glue, stickers and feathers to create mirrors to learn about different emotions. Children enjoy songs, conversations and interactive play and confidently share their ideas. They develop perseverance as they peel and chop their fruit for a snack. Children take turns and show care for one another. For example, older children thoughtfully consider younger children when using ride-on toys and wait for them when needed.

p.5

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

Children benefit from supportive partnerships between the childminder and their families. The childminder works closely with parents and carers, sharing information and strategies to support children's care and development. She uses this information thoughtfully to tailor children's routines and experiences. The childminder promotes regular attendance and punctuality. This helps children benefit fully from the continuity of their care, learning and relationships. This consistency supports children to feel safe and settled and builds their confidence and enjoyment in learning.

p.5

About this setting

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

p.6

About this setting

Local authority: Bath and North East Somerset Council

p.6

Facts and figures used on inspection

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

p.6

Next steps

The childminder should sustain her robust self-evaluation processes, thorough analysis of her setting and highly reflective approach, to ensure continual improvement focus on creating a transformational impact on outcomes and experiences for all children.

p.6

About this inspection

The inspector spoke with the childminder, parents, carers and children 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.

p.6

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.7

Urgent improvement

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

p.7

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.7

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.7

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.7

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