Childminder

Childminder

Unique reference number (URN): 2747623 Registered with Ofsted: 07/09/2023 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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Achievement Strong standard

All children achieve very well and thrive in this setting. They are extremely well prepared for their next stage of learning. Children make high levels of progress from their starting points in a short space of time. Parents notice this and comment on how well their children achieve, particularly within communication and language. While some of children's words are not pronounced precisely, children still make rapid and strong progress within their communication and language skills. This supports them to participate in frequent conversations and show their knowledge across all areas of learning. For example, as children play imaginatively, they use their embedded understanding of number to pay for pretend ice creams. Children show their confidence and social skills as they work together and take turns to be the shopkeeper and hand out ice creams to visitors. They speak to one another and extend each other's thinking, using similar questions that have been used with

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds positive parental partnerships. She supports parents and carers to understand her procedures and the importance of their involvement with their children's learning. The childminder prioritises children's attendance and punctuality. She works closely with families to improve children's attendance when needed. The childminder offers different attendance patterns, when required to support different families' needs.

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Behaviour, attitudes and establishing routines Strong standard

The childminder engages enthusiastically with children, which gives children a high level of enjoyment. Children are frequently heard laughing and seen smiling while they learn. The childminder has established clear routines and boundaries for children. Children fully understand the routines and participate frequently in meaningful activities. For example, at group time, children wait patiently to choose a song, they show respect for their friends, and join in with every song chosen. Children use actions to accompany their singing and giggle excitedly with their friends.

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Behaviour, attitudes and establishing routines Strong standard

Children behave consistently well and, when needed, the childminder provides gentle clear reminders of what she expects. The childminder's caring and calm approach supports children to understand and regulate their emotions quickly, helping them to re-engage in learning swiftly. Overall, the childminder has embedded a fully respectful culture within the

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Expected standard

setting, providing ongoing praise for children working together and for their kindness towards each other.

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Inclusion Strong standard

All children are fully included in every activity. The childminder adapts her practice precisely to tailor her interactions with each child to enable them to achieve. For example, during snack time, the childminder provides each child with the same fruit, even when she knows some children do not like certain items. This provides equality for all children and the opportunity to learn at their own pace without feeling pressured.

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Inclusion Strong standard

The childminder uses detailed assessments to identify any gaps in children's learning, which helps her to plan activities to quickly close the gaps she identifies. For example, for children's communication and language development, the childminder uses single words to build some children's vocabulary. Whereas for others, she skilfully pauses to allow children to fill in the missing words. Additionally, for children with emerging or special educational needs and/or disabilities, the childminder has well-thought-out processes in place, to engage with families and other professionals to help implement and refine support when needed.

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Inclusion Strong standard

The childminder attends regular training, to further build her knowledge of what can affect children's learning. This helps her to evaluate the environment she sets up for children. Therefore, the childminder has introduced a quiet space for children to regulate their emotions. Children use this space to have quiet time when they need it, which helps them re-engage with learning once they are ready.

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Inclusion Strong standard

The childminder uses early years pupil premium funding to tailor resources for each individual child, to support their engagement. She uses information she gathers from parents and carers, to identify and plan experiences that children have not accessed before. This supports children to gain a deeper understanding and knowledge of the world.

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Children's welfare and wellbeing Expected standard

The childminder values her role as key person and prides herself on knowing each child and family well. She works collaboratively with families to support children's individual care routines, such as sleeping or feeding. The childminder prioritises children's emotional well- being, she uses emotions cards to introduce children to a variety of feelings. At group time, all children eagerly tell the childminder how they are feeling and some update her through the session, for example, if they are tired. The childminder is emotionally available to support children through any changes in their emotions.

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Children's welfare and wellbeing Expected standard

The childminder provides snacks, such as fruit, to promote children's health and understanding of healthy foods. She encourages conversations at mealtimes, as well as establishing manners and good hygiene practices. The childminder supports children to understand how to use tools safely. She provides appropriate equipment for children to learn how to cut. The childminder tells children how to hold the knife safely and where to press to chop through food. Children listen and successfully coordinate their hands and fingers to slice banana and strawberries.

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Children's welfare and wellbeing Expected standard

Children experience a range of physical activities with the childminder. For example, children learn how to use tools, such as tweezers, to pick up pom-poms and carefully move them to a coloured pot. This develops children's hand muscles as they squeeze and hold the tweezers together. Additionally, the childminder frequently plans visits to local parks, where she encourages children to climb large-play equipment, to develop their strength, balance and larger muscle coordination.

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Curriculum and teaching Expected standard

The curriculum is well designed and prioritises children's personal, social, emotional and physical development, while covering all areas of learning. The childminder has created a respectful and kind culture, which underpins her interactions and how she identifies what she wants children to learn.

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Curriculum and teaching Expected standard

The childminder uses observations to assess children's development. She adapts her teaching skilfully, depending on the child's stage of learning. For example, as children learn to count, the childminder uses her fingers to show the corresponding quantity, which prompts children to continue counting. The childminder interacts enthusiastically with children, which supports them to engage across all areas of learning. However, when children succeed, the childminder does not fully use these interactions to build on what children already know and can do, to extend their learning even further.

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Curriculum and teaching Expected standard

The childminder encourages children to develop an understanding of their wider community and celebrate diversity. For example, the she plans trips to local churches, to support children's understanding of beliefs and how these may differ from their own. The childminder uses this variety of experiences and activities, to build children's confidence and individuality. Children can frequently be heard sharing what they like and dislike, while being listened to and responded to respectfully by their friends.

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Curriculum and teaching Expected standard

Overall, the childminder supports children's communication and language well, she questions children to encourage their conversational skills and to use a wider range of vocabulary. Children can be heard discussing ideas with one another and using broad vocabulary in their play. However, on occasions, the childminder is not consistently precise when pronouncing some words. Therefore, children repeat these words rather than using the correct vocabulary.

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Leadership and governance Expected standard

The childminder understands the context of her setting and is ambitious for all children who attend. The childminder reflects on children's development assessments to determine any training she may require to support their ongoing learning. The childminder works closely and consistently with families. She understands her role fully to work with other professionals to support every child's care and education, including for transitions to their next stage of learning, such as school.

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Leadership and governance Expected standard

The childminder has embedded clear processes in place to engage families in their children's learning. She values families' input, particularly with finding out about children's starting points to enable her to collaboratively assess where their children are in their development. This supports the childminder to identify age and stage appropriate next steps, to bring about progress from the day children start attending.

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

Children are happy and excited to attend the childminder's setting. They rush in smiling and greet one another as they arrive. Children benefit from the positive relationships the childminder builds with them. Her enthusiasm and passion for children's wellbeing and learning shines through in her interactions, which supports children to feel confident, safe and eager to join in. The childminder uses children's interests and their next steps for learning, to plan experiences and activities to support all children to make progress from their individual starting points. Children enjoy every experience the childminder carefully plans. They show high levels of engagement and curiosity in activities and toys they choose to explore themselves. This supports children to make progress across all areas of learning.

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

Throughout every interaction, the childminder considers children's individual needs, which enables them to engage and access the full curriculum. For example, she supports children to gain skills they need to become independent. The childminder identifies when children may need support and describes what they need to do next, to develop their understanding. This builds children's confidence to attend to their own needs, such as using the toilet independently.

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

Children develop positive social skills. For example, the childminder models how to interact kindly, she shows children how to share out toys equally with their friends. Children develop skills to interact positively with their peers and independently take turns with glue sticks and remind one another 'sharing is caring'. Furthermore, the childminder encourages children to talk about how they feel within a group, this helps children to understand others have emotions too. Children show their consideration and respect for one another. For example, they offer their friends a drink as they have one themselves.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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Next steps

The childminder should refine vocabulary used with children, to support them to learn the precise pronunciation of words. The childminder should develop interactions further, to build on what children already know and can do, to extend their learning.

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About this inspection

The inspector spoke with the childminder 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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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

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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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