Childminder

Childminder

Unique reference number (URN): 2793311 Registered with Ofsted: 10/07/2024 Registers: EYR, CCR, VCR

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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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Children's welfare and wellbeing Strong standard

Children flourish in the childminder's warm, nurturing and homely environment. She establishes secure and responsive relationships with children and is highly attentive to their individual needs. Children confidently seek cuddles and reassurance when they are upset. The childminder responds sensitively, helping them to regulate their emotions. This helps children feel secure. Children who are new to the setting settle particularly well and rapidly develop confidence to explore and play independently.

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Children's welfare and wellbeing Strong standard

Everyday care routines are carefully tailored to children's needs and promote their growing independence. At mealtimes, children enjoy freshly prepared, nutritious food and have access to fresh drinking water. They choose whether to use a spoon or fork and are encouraged to feed themselves. The childminder sensitively supports them to move from using their fingers towards using cutlery independently. She supervises children closely while eating and prepares food appropriately to keep children safe.

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Children's welfare and wellbeing Strong standard

Children develop an understanding of healthy routines and personal care. Familiar songs help them recognise when it is time to wash their hands and participate in their own hygiene. The childminder respects children's privacy when changing them. She quickly responds to children's changing needs, such as when they are tired. Children rest in a quiet environment, where stories, calming music and gentle reassurance help them settle peacefully. These embedded routines support children's physical health, emotional security and wellbeing.

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Curriculum and teaching Strong standard

The childminder has a clear understanding of what she wants children to learn. She knows what children already know and can do and identifies what they need to learn next. She uses this knowledge to provide purposeful experiences that build progressively on children's skills. Children's individual next steps are woven throughout their day, helping them to practise important skills in different contexts and make significant progress from their starting points.

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Curriculum and teaching Strong standard

The childminder places great emphasis on developing children's communication and language. She models words clearly, introduces ambitious vocabulary and gives children frequent opportunities to hear and practise new words. For example, as children explore toys, she names objects, colours and shapes. She uses songs, actions and repetition to introduce mathematical concepts such as 'up' and 'down'. Children respond enthusiastically, increasingly using familiar words themselves.

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Curriculum and teaching Strong standard

Teaching is highly engaging and responsive to children's interests. The childminder uses questions effectively to encourage children to listen, respond and think. She skilfully combines different areas of learning. For example, children develop their physical skills as they climb steps while hearing number names and positional language. As a result, children remain curious and engaged and develop the knowledge and skills they need for their next stage of learning.

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Achievement Expected standard

Children make effective progress from their individual starting points and develop the knowledge and skills they need for their next stage of learning. Their communication develops well. Children increasingly use recognisable words, such as 'baby', 'ball' and 'up', alongside gestures to communicate their needs and interests. They listen attentively, respond to simple questions and follow familiar instructions.

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Achievement Expected standard

Children grow in confidence and independence as they develop their physical skills. They confidently climb steps and slide down independently. They balance, practise taking steps and strengthen their hand-eye coordination as they use fishing rods to retrieve objects from water. Children develop their small-muscle skills through mark making, posting objects and using scoops during their play.

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Achievement Expected standard

Children remember and use what they have learned during different experiences. For example, they recognise and name familiar objects and respond to positional language such as 'up'. They join in with familiar songs and actions and increasingly attempt new words. Children practise scooping during play to develop the skills they need to feed themselves with cutlery. These developing communication, physical and self-care skills prepare children well for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and develop positive attitudes to learning. They have a warm and trusting relationship with the childminder and confidently seek her reassurance when they need it. The childminder considers children's ages and stages of development when establishing expectations. She uses praise effectively and helps children understand when they are doing well. Children listen attentively, follow simple instructions and remain engaged in the activities they enjoy.

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Behaviour, attitudes and establishing routines Expected standard

Familiar routines help children understand what happens throughout their day. The childminder uses songs to signal transitions, such as when it is time to wash their hands. Children recognise these familiar cues and respond appropriately. They are learning important social skills, including waiting, taking turns and sharing when other children are present. The childminder helps children begin to understand how their actions affect others. She supports them to develop positive relationships and cooperate successfully.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of regular attendance with parents. She explains how establishing positive routines from an early age supports children's development and prepares them for future learning. As a result, children benefit from predictable routines and expectations that help them feel secure, participate confidently and develop the behaviours they need for their next stage of learning.

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Inclusion Expected standard

The childminder knows children well and quickly identifies their individual needs and any potential barriers to learning and/or wellbeing. She observes what children can already do and identifies suitable next steps. She adapts everyday experiences to help children develop the skills they need. For example, when she identifies that children need support to feed themselves independently, she provides activities that involve scooping and picking up objects. This helps children practise the movements and coordination they need to use cutlery successfully.

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Inclusion Expected standard

The childminder works closely with parents to provide continuity between home and her setting. She shares children's next steps and suggests practical ways parents can continue their learning at home. For example, parents provide opportunities for children to practise scooping food with spoons. This joined-up approach helps children build their skills and make progress from their starting points.

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Inclusion Expected standard

The childminder understands how to respond if children require additional support. She knows when and how to signpost families to relevant professionals and how to use their guidance to adapt her provision. This helps children receive tailored support that reduces potential barriers to their learning. As a result, all children participate fully in experiences and progress towards their individual milestones.

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Leadership and governance Expected standard

The childminder has high expectations for children's care, learning and development. She understands the strengths of her provision and reflects on how she can continue to improve. She keeps her knowledge of early years requirements up to date and uses her understanding of the curriculum to plan experiences that meet children's individual needs. Her decisions are centred on what children need to learn next. This helps children make progress from their starting points and develop the knowledge, confidence and independence they need for future learning.

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Leadership and governance Expected standard

The childminder is committed to developing her professional knowledge and recognises where further learning could enhance her practice. For example, she is seeking training in sign language to strengthen communication with children and families who may face barriers to communication and engagement. She builds relationships with other local childminders. This professional network provides opportunities to discuss practice, share ideas and consider solutions to challenges. The childminder plans to extend these links through local playgroups once children are settled. This provides further opportunities for children to socialise with others.

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Leadership and governance Expected standard

Partnerships with parents are positive and effective. The childminder communicates regularly with families, sharing photos, videos and information about children's experiences and development. Parents and carers say this reassures them that their children are happy and settled. The childminder involves parents in supporting children's next steps. This helps to provide continuity between home and the setting. Parents recognise the difference this makes to their children's developing skills and independence.

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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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Voluntary Childcare Register requirements

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

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Register

When we check if settings meet the Voluntary 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 are happy, safe and secure in the childminder's warm and homely environment. They quickly develop trusting relationships with her and confidently seek cuddles and reassurance when they need comfort. Children who are new to the setting receive sensitive support to help them settle. In a short time, children who initially find separation difficult become happy and confident. They independently explore the environment, choose toys and initiate interactions with the childminder. This demonstrates how secure relationships help children develop a deeper sense of belonging and confidence to explore.

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About this setting

Unique reference number (URN): 2793311 Children thoroughly enjoy their learning. They enthusiastically investigate toys, books, songs, water, sand and creative experiences. Children develop their communication rapidly. They listen attentively, join in with familiar songs and increasingly use recognisable words to express their interests, needs and ideas. They repeat new words and confidently name familiar objects. Children enjoy physical challenges and independently climb steps, balance, slide and practise taking steps. They strengthen their smaller muscles through mark making, posting objects and manipulating toys. As a result, children build confidence in their abilities and develop skills that prepare them well for future learning.

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About this setting

Children increasingly make choices, follow simple instructions and participate confidently in familiar routines. They develop independence as they practise using cutlery and feeding themselves. When upset, children communicate their need for comfort and are supported to regulate their emotions. The childminder promotes regular attendance so children benefit fully from her provision. Families are warmly welcomed. Their knowledge contributes to children's learning and care. Parents and carers value the regular communication they receive and describe the setting as welcoming and homely. They recognise the progress their children make and value the support that helps them become increasingly confident and independent.

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Next steps

The childminder should continue to develop professional expertise to strengthen inclusive practice and enhance outcomes for children who may face barriers to communication, learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, children and parents 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Thursday,Friday : 09:15 - 15:00,Wednesday : 09:15 - 16:30

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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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