Childminder

Childminder

Unique reference number (URN): EY549600 Registered with Ofsted: 09/08/2017 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 Expected standard

Children acquire skills, knowledge and understanding they need across all areas of learning. In general, they use mathematical language in their play and daily routines. They learn shapes during activities. For example, while playing at building with blocks, children are supported to identify shapes. Children build on their physical skills through daily outdoor experiences. They develop a love of books through regular storytelling and weekly visits to the library. Children also learn about the world around them through a variety of multicultural books and celebrations. This helps them develop awareness of different cultures and communities.

p.2

Achievement Expected standard

Overall, children achieve well and make steady progress from their starting points. They show curiosity when exploring puzzles, books and other resources. From the time they start in the childminder's care, children make progress across all areas of learning. Children of all ages, including those with special educational needs and/or disabilities, remain engaged and focused for long periods during stimulating activities.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for the children in her setting. Children generally behave well and respond positively to her clear instructions. She acts as a positive role model, using encouraging language such as 'well done'. Children respond with smiles and eagerly join in, showing pride in their achievements. They behave well for their age and stage of development and adhere to the high behavioural expectations the childminder promotes.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder sensitively supports children, including those with special educational needs and/or disabilities, to understand and manage their emotions safely through calm interactions, stories and purposeful activities. She maintains a harmonious and nurturing environment where children feel secure and respected. As a result, children build trusting relationships with the childminder.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children remain engaged in activities through the childminder's effective questioning and warm participation. They form secure relationships with her and seek reassurance when needed. However, the childminder does not yet consistently support the children to develop their independence through daily tasks, such as washing hands or putting their shoes on. This does not always support children's growing independence skills.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of children's attendance from when they first start with her. She ensures that this is continually promoted. This encourages appropriate routines for children's education.

p.2

Children's welfare and wellbeing Expected standard

The childminder creates a warm and nurturing environment where children's welfare and wellbeing are promoted. She works closely with parents and carers to ensure that all children's personal care routines and individual needs are respected and met appropriately. The childminder gathers detailed information about each child's routines and dietary needs. During mealtimes, she talks to children about the foods they are eating and naming the fruits. This helps children develop an early understanding of healthy lifestyles. Children benefit from daily opportunities for outdoor play and to access other community spaces. They develop physical skills, such as strength and coordination.

p.2

Children's welfare and wellbeing Expected standard

Overall, children develop close relationships with the childminder. She responds kindly to their individual care and emotional needs. Children confidently seek out reassurance and support. This supports children's emotional development. In general, the childminder provides a range of opportunities for the children to be independent. For example, while tidying up she sings a song to support the children's understanding.

p.3

Children's welfare and wellbeing Expected standard

The childminder understands the importance of safer sleeping. She ensures that she keeps herself updated with all the new requirements. This supports children's overall wellbeing and safety. Children enjoy playing with the childminder and happily give and receive cuddles with her. Overall, children feel cared for and emotionally supported.

p.3

Curriculum and teaching Expected standard

The childminder provides a curriculum that is typically engaging and well sequenced. She reflects carefully on the needs and interests of the children attending, ensuring they experience a range of learning opportunities. The childminder skilfully models language throughout planned and spontaneous activities. For example, when children explore painting, she talks to them about the colours and encourages them to repeat. This helps them to strengthen their creative and communication skills. Mathematical concepts are woven naturally into play. Children learn how to count during activities and sing number songs. They also learn about the world around them through regular visits to local parks and weekly group sessions at the library, where they enjoy stories and rhymes. Personal, social and emotional development are prioritised through daily stories and discussions. This helps children feel safe and ready to learn.

p.3

Curriculum and teaching Expected standard

In general, teaching is purposeful and responsive. The childminder takes into consideration all children's next steps. However, she does not consistently extend teaching in ways that build on what children know. As a result, children's learning is not always supported to progress to the best of their abilities.

p.3

Curriculum and teaching Expected standard

Children, including those with special educational needs and/or disabilities, benefit from a range of activities that take account of their individual next steps. Physical development is promoted well, and the childminder understands when children need additional support, for example when using the stairs. This ensures all children are supported to develop confidence in their emerging skills.

p.3

Inclusion Expected standard

The childminder typically provides an inclusive environment where children are celebrated and valued. She knows children well and holds appropriately high expectations for their learning. Overall, the childminder monitors progress through observation and the 2-year-old progress check. This allows her to identify emerging needs and recognise where additional support may be required. She adapts her practice sensitively to meet the needs of all children, including those who may be disadvantaged. For example, when a child shows signs of tiredness, she recognises their cues quickly and responds with calm, appropriate support. This ensures children's needs are met promptly and that they remain comfortable, settled and ready to learn.

p.3

Inclusion Expected standard

The childminder supports children with special educational needs and/or disabilities effectively. She makes careful observations and works closely with parents to complete referrals and engage with other professionals. The childminder provides calm and familiar routines and responsive interactions. This helps children settle and manage transitions confidently. For example, when children join the setting, she asks parents to provide familiar toys from home. This helps children feel secure and ready to engage positively in play and learning. The childminder understands the needs of children who speak English as an additional language. She skilfully supports their communication and language development through stories, visual cues and consistent modelling.

p.4

Leadership and governance Expected standard

The childminder has a clear understanding of the setting's context, strengths and priorities for development. She reflects on the impact of training and evaluates how new knowledge influences her daily provision and children's experiences. She speaks confidently about further training she wishes to undertake, such as improving her curriculum for expressive arts and design.

p.4

Leadership and governance Expected standard

The childminder ensures that she and her assistant have completed mandatory training, such as first aid and safeguarding. She completes risk assessments when needed, and she remains attentive to the children's developing needs. However, the childminder does not always support children's growing independence skills. This means that at times children's independence is not consistently promoted.

p.4

Leadership and governance Expected standard

Overall, the childminder has a clear understanding of her curriculum and regularly reflects on her practice, adapting activities based on children's interests and daily routines. Children benefit from rich community experiences, including visits to parks and storytelling sessions. However, the childminder does not yet fully build on daily activities to extend children's learning. For example, she does not consistently use natural and open-ended questions to enrich children's development through daily activities. This means that opportunities to extend learning are limited at times.

p.4

Leadership and governance Expected standard

The childminder ensures children's welfare is prioritised throughout the day. She manages attendance, safer sleep routines and mealtimes effectively. Her organised approach enables her to maintain a calm, purposeful environment where children feel secure and ready to learn. Overall, the childminder provides an environment where all children and families feel welcomed and supported. She builds positive relationships with parents and carers through daily updates. This helps parents understand how their children are developing while in the setting.

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

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 experience a warm and welcoming home-from-home environment. They form trusting relationships with the childminder, who knows them well and understands their routines and individual needs. Throughout the day, the childminder responds positively to all children. She offers praise and gentle reassurance during daily tasks. This helps children feel safe, valued and emotionally secure. Children with special educational needs and/or disabilities are included well and participate with confidence in all daily experiences. This shows that they feel understood and develop a sense of belonging in the setting.

p.5

About this setting

Children enjoy a varied range of activities that encourage exploration. They eagerly take part in activities such as arts and crafts and music games and often choose to look at books independently. The childminder supports this interest by repeating the words. This helps children's emerging language development in meaningful ways. Early mathematical concepts are woven through daily routines and planned activities. For example, the childminder counts objects with the children and supports them to explore puzzles with numbers. This enables them to develop early mathematical understanding through repetition and purposeful play. These experiences support children's early learning and help them build foundations for future learning.

p.6

About this setting

Children enjoy a variety of healthy snacks and learn about healthy lifestyles through daily discussions and routines. They benefit from regular outdoor play, which improves their physical skills and supports their overall wellbeing. Children, including those who face barriers to learning, behave well and respond positively to the childminder's clear expectations. She supports them sensitively to understand and manage their feelings. She uses books and resources to help them recognise different emotions. As a result, children are enthusiastic about attending and demonstrate positive attitudes towards learning. Parents and carers value their children's experiences in the setting.

p.6

Next steps

The childminder should ensure that teaching is consistently supporting children's learning and development. The childminder should consistently support children to become more independent through daily tasks.

p.6

About this inspection

The inspector spoke with the childminder, assistants 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. Unique reference number (URN): EY549600

p.6

About this inspection

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

p.7

Facts and figures used on inspection

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

p.7

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.8

Urgent improvement

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

p.8

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.8

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.8

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