Childminder

Childminder

Unique reference number (URN): 2809157 Registered with Ofsted: 14/01/2025 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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Inclusion Strong standard

The childminder has created an inclusive environment that allows all children to feel valued and welcomed. She knows children extremely well and works in partnership with parents to celebrate strengths and identify areas she is working on. Children who speak English as an additional language start the setting unable to speak English and with support from the childminder, they are now using English words. Parents have praised this development in such a short period of time and have felt supported to extend this learning at home.

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Inclusion Strong standard

The childminder adapts learning to ensure that children who speak English as an additional language are able to access the curriculum. For example, they say phrases in the children's home language and then reinforce this with English. Children confidently copy these words throughout their day and are praised by the attentive childminder. Equally, she uses pictures with home languages and English as visuals around the room to support English language acquisition that children confidently point to and identify. This supports children to communicate with increasing confidence and participate in all activities while maintaining pride in their home language.

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Inclusion Strong standard

Children have the curriculum adapted to their age and stage so they are all able to participate. Younger children benefit from support to complete activities, such as sticking and and making marks, while older children are encouraged to try for themselves. This supports all children to learn in a way that supports their individual needs.

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Inclusion Strong standard

The setting does not currently receive additional funding. However, the childminder has a secure understanding of how to reduce barriers to children's learning, including for those with special educational needs and/or disabilities. She discusses the training she has completed and how she would implement strategies to observe and assess children's individual needs. She understands how funding can be used to support children at a disadvantage and discusses how she would use this to support their development and to give them new experiences.

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Achievement Expected standard

Children, including those who may face barriers to learning, typically achieve well in all areas of their learning from their starting points. Children who speak English as an additional language start the nursery with no English and quickly make progress in developing language. Children's communication and language skills are a priority for the childminder which supports them in their next stages of learning. For example, children who speak English as an additional language copy English words when modelled by the childminder and are praised for their attempts. This supports children to achieve emotional safety to develop their skills and prepare them for their next stages of learning. Overall, children enjoy learning and are eager to take part in all activities the childminder provides. They are praised by the childminder when they are able to pinch small material and stick it to the paper. However, at times, children lose engagement as activities often

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Achievement Expected standard

continue for longer than they can maintain focus for.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets high expectations of behaviour for children, including those with barriers to learning. The childminder uses calm and respectful language that supports children to keep themselves safe. When minor disagreements occur, children typically respond positively as the childminder carefully and calmly explains her expectations. Children generally play together well and work together to build towers and vehicles that they move around the space as a team.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance well and sets clear expectations with parents to ensure that children are safe. When children do not arrive, the childminder swiftly communicates with parents and reminds them of the upcoming activities to ensure all children have access to the curriculum on offer. The childminder acts as a positive role model and, in turn, children typically behave and follow the routine well. Children are supported to take turns during activities. For example, children wait patiently for their turn and are reminded whose turn it is during a baking activity as they watch their peers with excitement.

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Behaviour, attitudes and establishing routines Expected standard

Children typically listen to adults and follow instructions, such as during tidy-up time, with support. However, at times, the childminder does not always respond swiftly enough as children move from one activity to another, which causes them to lose engagement with the task they are completing.

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Children's welfare and wellbeing Expected standard

The childminder has created a warm and welcoming environment for all children, including those with barriers to learning. She provides positive encouragement and support so children feel safe and confident. She knows every child well and supports them to meet their individual needs. For example, children who struggle to share with their friends are identified and supported. They now play well together with their peers and allow them to join in their play.

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Children's welfare and wellbeing Expected standard

The childminder provides healthy meals and supports children to eat each meal safely. The childminder supervises the mealtime carefully and supports children to use cutlery independently. Children are supported to wash their hands before and after mealtimes and children help adults to clean the environment. The childminder provides relaxation time for all children and has procedures in place to ensure that safe-sleep requirements are met. These routines help children develop their independence and build healthy habits.

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Children's welfare and wellbeing Expected standard

Children have opportunities to play outside and regularly go on outings to the park and around their local area. They also have opportunities for physical play indoors. However, at times, children do not always engage positively with physical games as the childminder does not always adapt strategies quickly enough to maintain engagement during adult-led activities.

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Curriculum and teaching Expected standard

The childminder has developed a curriculum that meets the needs of each child and reflects their individual age and stage of development. She adapts activities to ensure that all children are able to participate. For example, when children are rolling their biscuit mixture, she models rolling into balls for older children who copy and complete independently. For younger children, she supports them to roll using hand over hand and gives them the opportunity to try for themselves. Children are motivated to learn through these careful adjustments, to build new skills and enhance what they already know.

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Curriculum and teaching Expected standard

The childminder plans purposeful activities that extend children's knowledge. When learning about upcoming celebrations, the childminder uses this opportunity to introduce the processes of how things are made. For example, children create their own flower and beehive and then use these in an activity that helps to embed their knowledge of how honey is made, by being bees and running to the flower and the beehive. However, at times, group activities last for a long period of time and children lose interest.

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Curriculum and teaching Expected standard

Mathematics is threaded through children's play and daily routines. When a child has built a train with blocks, the childminder introduces mathematical concepts, such as length, to extend children's play. All children, including those who speak English as an additional language, are supported to learn. Children learn to count in English and their home language and show excitement when praised for their efforts.

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Leadership and governance Expected standard

The childminder understands the context of her setting well and works hard to reduce barriers to children's learning, particularly for those who speak English as an additional language. She has provided a calm and safe environment that makes all children feel welcome. She works closely with parents who feel supported and well informed about their children's learning. She provides regular feedback and weekly newsletters that show what the children have been exploring. The childminder provides opportunities for children to go on outings and works to develop their understanding of the world around them.

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Leadership and governance Expected standard

The childminder keeps her knowledge up to date and reflects any changes in her practice, particularly in safeguarding. For example, she has updated practice in line with safer-sleep requirements. The childminder effectively supports her assistant and provides time for feedback and support. They typically work well together to support children to achieve their best outcomes with a calm and positive approach. The childminder is able to evaluate her provision and generally identifies areas she needs to work on.

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

Children are happy and confident to explore and learn. They generally show positive attitudes for learning. Children feel safe and secure within the setting because the childminder is warm and responsive to their needs. This allows them to form secure bonds with the childminder who knows them very well. Children who speak English as an additional language communicate with the childminder in their home language and make secure progress in their communication skills in English. Children's information is gathered from their parents prior to them starting, which allows them to settle quickly into the environment.

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

All children show a sense of belonging and generally play co-operatively together. They enjoy opportunities to play together and make their own choices, such as playing together in the role-play area, making food for their peers and adults. Younger children are able to join in and enjoy observing others before trying to engage with activities themselves.

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

They arrive happily and settle in quickly to the environment. When children do not arrive, the childminder quickly recognises this and takes action to ensure that they are attending that day. Children are curious and typically engage well with activities. They enjoy learning new words, such as 'nectar' and 'peeling', and show excitement when they are praised by the childminder. They are supported to learn new skills with the support of the childminder, which helps to prepare them for their next stages in learning.

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Next steps

The childminder should continue to review the length of whole-group activities to ensure that children maintain high levels of engagement. The childminder should strengthen routines for transitions to consistently prioritise all children's wellbeing.

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About this inspection

The inspector spoke with the childminder, assistant, children, 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 15:00,Friday : 09:00 - 12:00

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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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