Childminder

Childminder

Unique reference number (URN): 2744938 Registered with Ofsted: 11/08/2023 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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Behaviour, attitudes and establishing routines Expected standard

Children have secure attachments with the childminder. They joke and laugh with her, showing an understanding of her unique character. The childminder implements clear and consistent rules, such as for children to show kindness, which children understand. For example, children bring in a 'worry catcher' for other children to use to share their worries and thoughts with. They tell visitors that the catcher will take their worries away.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides activities that encourage children to play cooperatively and get along. Children use magnetic shapes to build and construct together, using their imaginations. At snack times, children come together and share their experiences with others. If some children struggle to regulate their behaviour, the childminder provides individual support. She helps children to understand how other people feel, helping them to show empathy towards others and develop an understanding of similarities and differences in people.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands to communicate with all parents and carers about promoting children's attendance. If children do not attend when expected, she finds out the reasons why.

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Children's welfare and wellbeing Expected standard

The childminder adapts the strategies she uses to meet children's individual needs. For instance, if children struggle to manage their emotions, she asks them to pretend their fingers are candles and to blow them out, one at a time. The responsive and close relationships she has with children help them to regulate their emotions and feel secure in her care. The childminder meets all children's needs well. This helps children to form secure attachments with her.

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Children's welfare and wellbeing Expected standard

The childminder provides children with experiences to be physically active every day, such as walking to school or visiting the park. She offers children a range of nutritious foods and helps them to understand how they can keep themselves healthy. Children say that they need to eat fruit to give them vitamins and energy. The childminder helps children to have a clear understanding of the routines in her care. This includes children washing their hands prior to eating to promote hand-hygiene routines. The childminder helps children to understand how they can keep themselves safe around animals. For example, she talks to children about the importance of asking dog owners if they can stoke their dog. This helps some children, particularly those who were afraid of dogs, to no longer show this fear.

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Inclusion Expected standard

The childminder invites children to visit her home prior to attending. She finds out about their interests and provides for these, alongside displaying photos of children in her home. Furthermore, she gives all children a 'worry worm' that is a soft toy that children can talk to about their feelings until they are more confident to speak to the childminder. This contributes to helping children manage their emotions and become familiar with the childminder and her home when they first start. This is particularly effective for some children who struggle with transitions, promoting their emotional wellbeing.

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Inclusion Expected standard

The childminder demonstrates an understanding of working with other professionals and parents and carers to meet children's individual needs. This includes putting specific support in place. Parents comment how the childminder has provided children with different areas they can access to help regulate their emotions. The childminder researches information to help her understand children's emerging needs and how to support them. This includes developing her knowledge of how to support children's behaviour. She shares this information with parents and carers to help them to meet their children's needs at home.

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Leadership and governance Expected standard

The childminder reflects on her practice. She attends training events to help develop her knowledge of how to support children with their behaviour. This helps her to recognise the importance of providing younger children with more thorough explanations when she gives them instructions, to support their understanding. The childminder intends to continue to develop her knowledge of safeguarding further. This includes helping children to understand the procedure to follow if there is a critical incident in or around her home.

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Leadership and governance Expected standard

The childminder shares information with parents and carers about their children's time in her care. This includes talking to them about snacks children have eaten and activities they enjoy. The childminder shares and gathers information from some schools children attend, particularly for those children who have additional needs. However, this partnership working is not fully effective with all schools children attend. Therefore, the childminder is not able to consistently complement the experiences that all children receive during their school day.

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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

All children attend this setting before and after their day at school. They demonstrate they understand the daily routine. For example, children place their belongings in a designated area in the childminder's home, showing they have a sense of belonging. Children are keen to make independent choices about the toys and activities they want to engage in, promoting their interests. They show good manners, such as asking the childminder if they can leave the table after eating.

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

Children engage in sociable activities, such as snack times, where they sit with their peers and the childminder to take turns in conversations. Children listen to others and the childminder, responding appropriately. The childminder supports children to make choices

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Inspector:

Hayley Ruane about their time with her. For instance, she asks them to decide whether they want to visit the park on the way back from school or go straight to the childminder's home. The childminder listens to their views and follows their lead. Children confidently talk to visitors. They remember and share their knowledge of previous experiences, such as using ping- pong balls to make Christmas decorations.

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Inspector:

Children learn how they can keep themselves safe, such as when they walk in the street. For instance, the childminder asks them to look both ways for traffic, before she tells them when it is safe to cross a road. Children recognise that the childminder is helping to keep them safe.

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Inspector:

The childminder works in partnership with parents and carers to meet children's individual needs. This includes sharing her knowledge of children with parents to enable them to build a bigger picture of their children's needs and involvement with other professionals. The childminder talks to parents about the importance of children attending regularly. She shares with them the times she leaves her home to take children to school, so they can arrive on time.

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Next steps

The childminder should strengthen partnership working with schools that children attend to help her complement the experiences that children receive.

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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 setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 17:00

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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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