Childminder

Childminder

Unique reference number (URN): 2727728 Registered with Ofsted: 30/08/2023 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 well-being Expected standard

The childminder offers settling-in periods to help children to form secure attachments. Children confidently access the provision and seek comfort when they are hurt or upset. They express their feelings well. For example, the childminder encourages children to talk about how their dreams made them feel. Children learn to name their emotions, such as 'scared' and 'happy'.

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Children's welfare and well-being Expected standard

The childminder works with parents and carers to support key milestones, such as toilet training and weaning. Overall, children understand the importance of good health. For example, the childminder discusses the importance of brushing their teeth when reading a book with children. She also advises parents to sign up to their local dentist. Additionally, children develop their larger muscles. For example, the childminder supports babies to walk and stand. As well, children have further opportunities to develop their physical development outdoors. For example, children learn to climb and jump on outdoor equipment.

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Leadership and governance Expected standard

The childminder is passionate and has a clear understanding of her role. She also takes responsibility for her own professional development by completing further studies. The childminder is committed to improving the education and care she has to offer. For example, she shares her vision on improving her outdoors to allow children to explore different textures and utensils.

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Leadership and governance Expected standard

The childminder and any assistants she works with work well as a team. They are reflective and have children's best interests at heart. The childminder ensures that herself and her assistants complete mandatory training, such as first aid and safeguarding. She also ensures that her assistants have access to further opportunities to develop their own professional development. The childminder is also mindful of her assistants' wellbeing, and they collaborate well, sharing ideas.

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Leadership and governance Expected standard

The childminder also has a positive relationship with parents and carers. She finds out key information from parents to ensure a seamless transition for children into her home. This helps children to settle quickly.

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Achievement Needs attention

Children are not achieving well enough across all areas of learning, because of the weakness in the curriculum design. Children's communication and language are compromised. However, children develop their physical skills well, including those children with special educational needs. For example, they use play dough to pinch, squeeze and push. Further to this, children are becoming more independent. They independently wash and dry their hands before their snack. Additionally, children develop a good sense of numbers. For example, young children count the number of eyes on a picture of a spider.

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Behaviour, attitudes and establishing routines Needs attention

The childminder does not consistently support children to focus during an activity, such as story time. Children become distracted and disengage. This is because, on occasion, sessions are too long for younger children to maintain their concentration. Therefore, children miss out on purposeful opportunities to build their skills and knowledge. This is also because the childminder does not ensure that all activities match the needs of all children.

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Behaviour, attitudes and establishing routines Needs attention

On the other hand, the childminder promotes the importance of punctuality and attendance with parents and carers to ensure that all children access the education the childminder provides. She forms positive bonds with all children. The childminder builds on children's understanding of relationships through providing opportunities for children to play collaboratively. For example, children work together to build jigsaws. Older children ask to join other children's play, encouraged by the childminder. The childminder also models good manners, which children copy. Children follow embedded routines set by the childminder. For example, children know to sit at the table for lunch and tidy up when playing a certain song.

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Curriculum and teaching Needs attention

The childminder knows what she wants children to learn but does not always use this knowledge to design an appropriate curriculum. She plans activities that are not always age- appropriate or around what children need to learn next. For example, she teaches younger children to recognise sounds before addressing gaps in their communication and language. The childminder shares information with parents and carers about their children's learning to support possible home learning. However, the learning she shares does not always build on what children already know and can do. For example, the childminder shares worksheets for younger children to practise forming letters.

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Curriculum and teaching Needs attention

Nevertheless, the childminder teaches physical development well. She models mark making using a variety of resources such as stickers, glue sticks and wax crayons. The childminder also adapts some of her teaching to support all children to access the activity. For example, she demonstrates to babies how to transfer crayons from one box to another while older children colour. Further to this, the childminder focuses on children's understanding of number within the provision. She provides meaningful opportunities to build on children's understanding of number through routines, interactions and activities. Additionally, the childminder has an active presence within the community. For example, children visit their local nursing home and attend toddler groups. The childminder uses these experiences to help children to develop their social skills further with unfamiliar adults and children.

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Inclusion Needs attention

Although the childminder has kept herself up to date with training to support identifying and assessing children's language skills effectively, she does not put in place the appropriate support to reduce gaps in children's learning. She does not focus on building on what children already know and can do in communication and language. For example, the childminder teaches phonics to children who are still learning to speak in short sentences. The activity is not always pitched at the right level for their age or stage in development. Therefore, children struggle to access some learning activities. Children make small steps in progress in their language skills. However, the childminder works collaboratively with parents and carers and outside agencies to put in place consistent strategies when supporting children's physical needs. She proactively shares her assessments with parents to support possible referrals to support children's development. The childminder also has a

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Inclusion Needs attention

secure understanding of how to apply for and use additional early years funding to support those children eligible.

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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 enthusiastic to get involved in planned activities. For example, children work together to cover images on a piece of paper using a variety of resources. They comment that they are working as a 'team'. However, occasionally, the childminder does not support all children to focus well throughout all activities. Some children miss out on learning opportunities. The childminder plans some activities that support children's learning and development. For example, children enjoy making different marks using different resources. Children develop their smaller muscles well. However, the childminder does not consistently plan activities focusing on communication and language to help address gaps in children's learning and development. This does not help to reduce barriers in other areas of children's learning.

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

Nevertheless, children are safe and happy in the childminder's home. They develop close bonds with the childminder. Children confidently access the resources available. The childminder is very welcoming and works well with families. For example, she uses children's home languages and finds out children's eating habits to support these within her home. Children are becoming more independent. The childminder encourages children to take responsibility. Children enjoy taking turns to give out water bottles to their friends during their daily snack. Further to this, the childminder adapts her teaching to support children with special educational needs and/or disabilities. For example, she provides opportunities within her home to support children's individual physical needs. Children make progress in developing their larger muscles.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with the childminder, her assistant, parents and carers and children 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 inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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About this setting

Local authority: Nottinghamshire County Council

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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 standards 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 standards 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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