Childminder

Childminder

Unique reference number (URN): 2796592 Registered with Ofsted: 30/07/2024 Registers: EYR, CCR

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 develop increasing levels of confidence and independence, which prepares them well for the next stage of their learning journey. For example, they independently self- register on arrival and are encouraged to manage aspects of their personal care, such as washing their hands before meals and drinking from open cups. As a result, children learn to take responsibility for their own needs and gain important self-care skills.

p.2

Achievement Expected standard

Children are motivated learners who readily engage in activities. They demonstrate curiosity and concentration as they explore resources and take part in experiences planned by the childminder. For example, younger children spend sustained periods of time splashing and exploring water, investigating the effects of their actions. Older children show increasing levels of concentration as they pour water through pipes and channels to make boats flow along the water. They eagerly test their ideas, repeat actions and explore cause and effect through their play.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has created a warm and welcoming environment in which children feel safe, secure and emotionally supported. Consequently, children confidently access the carefully planned activities and experiences available to them. Behaviour is good and children play cooperatively alongside one another, sharing resources and engaging in conversations as they learn together. Children demonstrate kindness and consideration towards their peers, with older children helping to explain new activities and model how resources can be used. This fosters a strong sense of belonging and supports children's personal, social and emotional development.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder's well-established routines help children feel secure and understand expectations. She plans carefully and ensures that resources and activities are prepared in advance, reducing unnecessary waiting times. For example, play-dough activities are ready to use when children show an interest, and children engage in activities such as drawing fruit while snack is being prepared. This helps to maintain children's engagement and supports a calm and purposeful learning environment.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder is responsive to children's emotional needs. She provides reassurance and encouragement when needed, helping children to develop a positive sense of self and emotional resilience. For example, she gives children appropriate time to think, process information and attempt activities independently before offering support. This helps children to develop confidence, perseverance and a willingness to try new experiences while knowing that support is available when needed. The childminder understands the positive impact that regular attendance has on children's progress and overall wellbeing.

p.2

Children's welfare and wellbeing Expected standard

Children's wellbeing is at the heart of this home-from-home environment. The childminder uses gentle encouragement to support children to join in with activities. As a result, children are given opportunities to participate at their own pace, helping them to feel included, valued and emotionally secure. The childminder's care practices are respectful and nurturing. She uses everyday interactions to strengthen her relationships with children and support their emotional security. For example, she smiles, sings and engages babies in conversation during routine care practices, helping them to feel safe, reassured and connected to her. This contributes to children's strong sense of wellbeing and belonging. The childminder follows children's individual sleep routines and implements safer-eating practices effectively, helping to keep children safe and comfortable throughout the day.

p.2

Children's welfare and wellbeing Expected standard

The childminder promotes healthy eating and physical wellbeing effectively. For example, she provides children with a range of familiar fruits alongside less familiar options, encouraging them to explore new tastes and make healthy choices. Children enjoy regular opportunities for physical activity through daily outdoor play. However, younger children are not always encouraged to explore and move around the outdoor environment as freely as older children. As a result, opportunities to further develop skills, such as balance, coordination and spatial awareness, are not always maximised.

p.3

Curriculum and teaching Expected standard

The childminder provides a well-rounded curriculum that reflects children's interests and promotes their development across all areas of learning. She makes good use of local activities and the outdoor environment to broaden children's experiences. For example, children attend sing-and-sign sessions that help to support their communication and language skills. Regular visits to the park provide opportunities for children to develop their physical abilities, curiosity and understanding of the world. As a result, children benefit from a range of meaningful experiences that support their learning and development.

p.3

Curriculum and teaching Expected standard

Personal, social and emotional development underpins the childminder's curriculum. Children form strong bonds with the childminder and feel safe and secure. As a result, they are emotionally ready to learn and demonstrate the confidence to access the wide range of learning opportunities available to them. Mathematics is embedded throughout routines and daily activities. The childminder makes effective use of everyday experiences to develop children's early mathematical understanding. For example, she introduces mathematical language during water play and encourages children to count objects in books and number songs. This helps children develop their counting skills and understanding of mathematical concepts in meaningful contexts. However, the childminder does not consistently respond to misconceptions as they arise. For example, when children label fruit with the wrong colour during snack time, it is not corrected. Consequently, some opportunities to deepen children's

p.3

Curriculum and teaching Expected standard

understanding and further extend their learning are missed.

p.3

Inclusion Expected standard

The childminder creates an inclusive and welcoming environment in which children are treated as individuals. She typically identifies any children who may have barriers to learning promptly, and ensures that appropriate support is put in place. Effective partnerships with parents, and other professionals where appropriate, help the childminder develop a comprehensive understanding of each child. As a result, she is able to adapt her practice to meet children's specific needs, ensuring they are fully included and make progress from their starting points. The childminder regularly observes and assesses children's learning and development. She uses this information effectively to identify children's next steps and plan activities and experiences that build on what they already know and can do, helping them to make continued progress. Since the last inspection, the childminder has taken positive steps to improve her practice, including undertaking relevant training to develop her

p.3

Inclusion Expected standard

understanding of supporting children with special educational needs and/or disabilities and promoting inclusive practice.

p.4

Inclusion Expected standard

The childminder tailors her teaching and interactions according to children's ages, stages of development and individual needs to ensure that all children can participate in activities. For example, when facilitating a music session, she narrates play for younger children as they explore musical instruments, encourages children who are developing their communication skills to use signs and gestures, and supports more confident communicators to sing and lead songs. This helps children of differing ages and abilities to engage in learning and further develop their communication skills.

p.4

Leadership and governance Expected standard

Since the last inspection, the childminder has undertaken relevant training to address the areas for improvement identified. This has strengthened the quality of her interactions with children, particularly babies, and helped her to use everyday experiences as valuable learning opportunities. The training has also enhanced her ability to plan a curriculum that builds on children's existing knowledge and skills, while supporting their next steps and promoting positive behaviour and emotional development. The childminder demonstrates a secure understanding of the strengths of her provision and areas that could be developed further. She uses advice, guidance and training to help maintain and improve outcomes for children. The childminder monitors children's experiences and progress carefully. This helps her to identify areas where children may need additional support and ensures that the curriculum continues to meet their needs.

p.4

Leadership and governance Expected standard

The childminder has established positive partnerships with families, enabling effective information sharing and a consistent approach to supporting children. When children require additional support, she works collaboratively with parents and other professionals, where appropriate, to help meet their individual needs. Parents speak highly of the childminder and report that they feel well informed and involved in their children's care, learning and development.

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

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

Children thrive in this nurturing environment. They are greeted warmly as they enter and, as a result, start their day feeling happy and secure. Children are curious and motivated learners. They enjoy exploring a range of sensory experiences and show high levels of engagement in their play. For example, children investigate scented play dough and experiment with different textures as they create patterns using feathers and other natural materials. They are eager to explore, test their ideas and discover new ways of using resources. Children typically make steady progress in the childminder's care. Children benefit from the childminder's close partnership with families. She uses parent's knowledge of their children's interests and routines to shape their experiences and encourages regular attendance so that children can settle and build on their learning. Overall, activities are planned and implemented well, and allow her to support children with their next steps.

p.5

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

Children benefit from a curriculum that extends beyond the childminder's home. Regular visits to local parks and outdoor spaces provide opportunities for children to explore, investigate and learn about the world around them. The childminder values children's ideas and gives them time to explore and develop their own thinking. For example, children use a cardboard box to create a boat or car linked to familiar nursery rhymes and stories. The childminder encourages them to lead the play, decide how resources should be used and share their ideas with others. Consequently, children become deeply involved in their play, demonstrate increasing levels of creativity and imagination, and take pride in their achievements. Children confidently express their preferences and are encouraged to make

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday : 08:00 - 17:00,Friday : 08:00 - 16:00

p.6

Facts and figures used on inspection

decisions throughout the day, helping them to develop a sense of ownership over their learning and experiences.

p.6

Next steps

The childminder should provide younger children with more consistent opportunities to develop and strengthen their physical skills in line with their developmental needs. The childminder should develop her teaching further by ensuring that children's misconceptions are recognised and responded to as they arise, helping to secure and extend their learning.

p.6

About this inspection

The inspector spoke with the childminder 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. This data was available to the inspector at the time of the inspection.

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. 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.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