Childminder

Childminder

Unique reference number (URN): 2794499 Registered with Ofsted: 27/08/2024 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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Achievement Expected standard

Typically, all children achieve well and make progress from their starting points in development. The curriculum supports children to develop across the areas of learning, helping them to have the skills they need, in readiness for their eventual move to school. For example, younger children enjoy chatting with the childminder, looking at books and singing songs. Older children demonstrate their confidence to speak in large-group situations. They contribute to discussions, listen attentively to one another and share their thoughts and ideas. This helps all children to develop their language and social skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model. She consistently praises children for sharing toys and using good manners. Children behave well and are beginning to form good friendships. For example, older children offer toys and cuddles of reassurance to their younger friends. The childminder has built effective relationships with children and acknowledges when they need extra support to manage their behaviour in a positive way. For instance, she creates safe spaces within the environment to provide children with a calming space. The childminder works in partnership with parents and carers to share her approach and readily offers support. This includes monitoring children's attendance to ensure they fully benefit from their time at the setting.

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Behaviour, attitudes and establishing routines Expected standard

Generally, children engage in activities and experiences that the childminder provides. For example, they enjoy creative opportunities, such as making Santa's beard and presents out of play dough. This promotes children's imaginations and festive engagement, linking to the current topic of Christmas. However, the childminder does not consistently adapt activities or daily routines to meet the needs and interests of younger children. This means, occasionally, they become disengaged in their learning.

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Children's welfare and wellbeing Expected standard

The childminder responds to children with kindness and care, recognising their unique needs. For instance, she uses conversations with parents and carers to help children to settle and feel safe. Children benefit from trusting and respectful relationships with the childminder, who is extremely calm and patient. She gives children plenty of time to express how they feel, gently guiding them to recognise a range of emotions. For instance, children look at visual aids and books on emotions to support their understanding of how they feel.

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Children's welfare and wellbeing Expected standard

The childminder places a focus on supporting children's sensory exploration from an early age. For example, she introduces different smells to play dough for younger children to explore. Older children use their hands and fingers to squeeze, pinch and roll the dough. This helps to develop children's senses, hand-eye coordination and fine motor skills. Children learn about the importance of healthy eating and following good hygiene routines, such as washing their hands before mealtimes. These routines help children to understand the benefits of healthy lifestyles, supporting their general health and wellbeing.

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Curriculum and teaching Expected standard

The curriculum is typically well designed and implemented effectively. The childminder identifies gaps in children's learning quickly, including for those children with special educational needs and/or disabilities (SEND). She acknowledges children's unique personalities, needs and interests. The childminder prioritises building secure attachments with children and their families when they first start. This helps to develop children's personal, social and emotional development. The childminder uses what she knows about children, alongside observations and assessments, to plan for children's next steps in learning. This helps to support all children, including those with SEND, to make the progress they are capable of.

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Curriculum and teaching Expected standard

Generally, the childminder plans activities to build on children's vocabulary and existing knowledge. For example, she uses simple clear words and repeats key phrases to help younger children understand and develop language. Older children show their confidence as they share ideas and experiences during discussions.

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Curriculum and teaching Expected standard

The childminder weaves mathematics into children's play and activities. She encourages even the youngest of children to count along with her at every opportunity. The childminder encourages older children to solve simple additions and count beyond the numbers they know, which they practise during their play. This helps to develop children's confidence and interest in mathematics.

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Inclusion Expected standard

Typically, the childminder provides an inclusive setting, where she takes account of children's individual needs and their different learning styles. She implements individual targets and strategies through her assessment processes. For example, the childminder sensitively adapts activities to support children's next steps in learning. She understands the importance of making timely referrals to other professionals, where necessary. The childminder recognises how to use additional funding to support the needs of intended children. She demonstrates a commitment to enhancing her knowledge in supporting children with special educational needs and/or disabilities (SEND). For example, the childminder has identified further training to strengthen inclusive practice even further. Parents and carers comment on the supportive environment. They appreciate the collaborative partnership working, where advice and strategies are offered. Parents are

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Inclusion Expected standard

positive about the measurable progress their children make, both at home and in the setting. This helps to reduce any barriers that children may face in their learning and development. As a result, all children, including those with SEND, make steady progress alongside their friends.

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Leadership and governance Expected standard

The childminder is dedicated to providing quality care and learning for children. She shows genuine commitment to her work and is very reflective of her practice. For instance, the childminder has identified that she would benefit from further training to develop her knowledge of how to support children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder has established secure relationships with her assistants and focuses on their wellbeing. There are effective arrangements for induction and staff supervision to help identify any training needs. The childminder monitors the quality of teaching and has identified some areas of improvement, such as some activities and routines need to be more engaging for younger children. However, further focus is needed to ensure that younger children are consistently engaged in meaningful learning opportunities.

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Leadership and governance Expected standard

The childminder gathers information from parents and carers when children first start. She has an effective understanding of children's routines, interests and family backgrounds. The childminder has daily conversations with parents and shares children's progress and next steps in learning. She readily offers support, guidance and ideas to parents to continue their children's learning at home. For example, the childminder provides parents with resources and strategies to help support children's personal, social and emotional development.

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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

The childminder provides a welcoming, homely and inclusive environment. She promotes children's regular attendance through her effective relationships with parents and carers. The childminder shows a genuine kindness and warmth towards the children in her care. For example, she takes the time to build trusting relationships with children, offering lots of cuddles and reassurance. Older children confidently seek her out for support, when needed, and ask her to join in with their play. This helps children to feel safe, secure and ready to start their day.

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

Children have many opportunities to develop their social skills and recognise friendly behaviours. They demonstrate their happiness and delight when singing the names of their friends and adults during morning routines. Where children need additional help, the childminder offers sensitive support and encouragement, valuing their individual needs. These opportunities create an air of enjoyment in this warm and friendly environment.

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

Typically, the childminder plans a broad and balanced curriculum, which covers all areas of learning. She has an effective understanding of children's unique personalities and quickly identifies those who may need additional support. Generally, the childminder plans and provides activities to meet children's next steps in learning to help them make progress. Overall, children demonstrate their enjoyment of learning and achieve well.

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

The childminder supports children to develop their independence through daily routines, such as tidying away their toys, washing their hands before mealtimes and opening their packets of food. The childminder offers plenty of support for the younger children, allowing them to master these skills over time. This helps to build on children's growing confidence and abilities, in preparation for their eventual move on to school.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30,Friday : 07:30 - 16:30

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Next steps

The childminder should enrich daily routines and activities to consistently support younger children to engage in meaningful learning opportunities.

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About this inspection

The inspector spoke with the childminder, her assistants and the 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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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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