Childminder

Childminder

Unique reference number (URN): 2737384 Registered with Ofsted: 03/08/2023 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 Strong standard

The childminder has embedded a culture of kindness and respect at the setting. She thoughtfully evaluates the ages and developmental stages of the children in her care when determining appropriate teaching strategies. For example, when children tidy up the resources, she takes a plan, do and review approach to reward children with a sticker. The consistent strategies she uses help children to understand the behaviour that is expected of them.

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Behaviour, attitudes and establishing routines Strong standard

Children learn to get along with each other very well. The childminder has created positive relationships with children. For instance, she interacts with children, teaching them to be considerate and learn about sharing toys. During times when children transition from one activity to the next, she implements her now-and-next board effectively. This eliminates any confusion for children and helps to build their confidence.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is consistently dedicated to establishing a positive environment that is understood by all children, including those children who face other barriers to their learning or wellbeing. She knows their individual needs and works closely with parents and carers to put in place key strategies to help them to feel part of the culture of the setting. The childminder takes time to monitor children's attendance at the setting and promotes positive attitudes to punctuality.

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Achievement Expected standard

All children generally progress well from their starting points. Children who are learning English as an additional language make considerable progress in their learning and development, in particular their communication and language. Children benefit from a speech and language audit to quickly address any gaps in learning. As a result, children have become confident talkers and are prepared well for school.

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Achievement Expected standard

Children are ready for their next stage of learning. They learn to become confident with numbers and shapes and apply their knowledge through everyday routines. For example, children can count confidently while singing songs and rhymes that involve numbers. They recognise shapes, such as circles, as they cut up fruit. As a result, children are confident and achieve well in their mathematical development.

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Children's welfare and wellbeing Expected standard

The childminder is aware of children's individual needs, including those with special educational needs and/or disabilities and those who face other barriers to their learning. She has established secure relationships with children. The key-person system is effective. The childminder works closely with parents to find out about children's sleeping and feeding routines. She recognises when children need support in their personal, social and emotional development. She uses teddy bears to calm and sooth children who struggle to regulate their emotions. The childminder knows when children's emotions build up during certain times of the day. She acts swiftly to put strategies in place to help them to manage their feelings.

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Children's welfare and wellbeing Expected standard

Children learn to make healthy choices in their diet. The childminder encourages them to independently drink water while they play. The health and wellbeing of children is at the forefront of the childminder's mind. She knows that oral health is a focus that she needs to teach. The childminder provides children with opportunities to gain experiences about brushing their own teeth and to understand what makes a healthy choice.

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Children's welfare and wellbeing Expected standard

The childminder recognises that not all children have access to outdoor space. She designs her curriculum to ensure that children develop their physical skills. The childminder attends focused stay-and-play sessions that are delivered in the outdoor environment.

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Curriculum and teaching Expected standard

The childminder has embedded an ambitious curriculum to help all children, including those who face other barriers to their learning, to achieve the best possible outcomes in their learning and development. The curriculum the childminder has designed prioritises children's communication and language skills and their mathematical development. She builds on children's key vocabulary through everyday learning opportunities. For instance, children acquire new vocabulary, such as 'hiccup', while listening to stories being read aloud, and 'crunch' during snack time. The childminder's knowledge and understanding of child development is secure and helps children to learn over time.

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Curriculum and teaching Expected standard

The childminder focuses her activities for children based on the assessments she conducts to check what children know and can do. She supports children's personal, social and emotional development. The childminder understands the wider context of families and uses this to decide how she will tailor her teaching. She is aware of specific family circumstances and uses this knowledge to support children in her care. The childminder takes children to the local stay-and-play sessions focused on learning through nature. As a result, children benefit from many outdoor activities to further develop their physical skills.

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Inclusion Expected standard

The childminder maintains high standards of care and conduct for all children in the setting, including those who face other barriers to their learning and/or wellbeing. She has recently identified her priorities to increase her knowledge and enrolled on a training course specifically about inclusion. However, the childminder has not enhanced her understanding of the referral process for children with special educational needs and/or disabilities within the local authority.

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Inclusion Expected standard

The childminder identifies children who need further support to the best of her knowledge and understanding. She has created a culture throughout the setting to help reduce barriers to children's learning in her care. In relation to children learning English as an additional language, she collaborates closely with their parents and carers to identify next steps and monitors their progress. The childminder uses a plan, do and review approach to ensure that these children make progress over time. Furthermore, her knowledge of how to spend specific funding such as the early years pupil premium ensures that disadvantaged children receive support to make the best possible progress. As a result, children achieve well at this setting.

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Leadership and governance Expected standard

The childminder is ambitious for children. Typically, children achieve well in the areas of learning in the early years foundation stage. The childminder is highly committed to families and children attending the setting, including those who face other barriers to their learning.

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Leadership and governance Expected standard

The childminder clearly understands her strengths and areas for improvement. She reflects on her own professional development and identifies gaps in her own knowledge and understanding. For example, she has recently taken up training specifically focused on inclusion.

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Leadership and governance Expected standard

Parents report that the childminder prioritises their children's safety and wellbeing. They explain that she has created a secure and nurturing environment, where their children are able to thrive with confidence. Parents also note she has supported home learning by sharing local library links for dual language books. Additionally, they explain how she has established consistent boundaries applied with warmth and fairness that have helped their children to feel safe, respected and valued. This ensures that children are developing the skills they need to become ready for school.

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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 typically enjoy their time at the home of this warm and nurturing childminder. They settle very quickly into their play and learning. The childminder collaborates effectively with parents and carers to assess and understand each child's existing knowledge and skills. Children make substantial progress from their starting points. The childminder has designed an ambitious curriculum for children that aligns to what they need to learn next. As a result of the childminder's teaching, children quickly develop confidence and become independent learners. For example, children take off their own shoes and put on their own coats as they come in and out of the garden. Their confidence gradually increases as they help their friends in everyday routines.

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Inspector:

Dal Malhi The childminder uses key strategies to help children to understand the expectations of the setting. She develops positive relationships with them. Children are kind and caring towards their friends. They follow familiar routines extremely well and transition into the next activity. The childminder is a consistent role model for children. She uses a now-and-next board continuously. As a result, children develop secure relationships and behave very well.

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Inspector:

The childminder works closely with families. She takes time to learn about the children and the homes that they come from. The childminder uses what she learns to create individual family books. She values each child in her care and helps to reduce any barriers to their learning. For example, she supports families whose children are learning English as an additional language to feel included. The childminder works closely with all families to ensure that good habits are formed for children with their regular attendance. This enables all children to flourish at this wonderful setting.

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Next steps

The childminder should further her knowledge and understanding of the referral process for children with special educational needs and/or disabilities within the local authority.

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About this inspection

The inspector spoke with the childminder, parents 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 : 07:30 - 17:30

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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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