Childminder

Childminder

Unique reference number (URN): 2730623 Registered with Ofsted: 18/07/2023 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

Children play and learn in a calm and harmonious environment. The childminder works closely with parents to ensure that children attend and participate fully in her setting. Relationships between children and the childminder are warm and positive and quickly established. The childminder is a positive role model to children. Her kind and respectful approach towards all children is mirrored in their behaviour towards her and each other. From a young age, the childminder supports children to learn how to play cooperatively with each other. She successfully and consistently implements effective strategies to help the youngest children begin to understand how to share and take turns. For example, when young children want to use the same scoop as another, the childminder calmly offers an alternative, followed by a simple explanation and lots of praise. At story time, children are encouraged to give others time to use their voices and respond to questions.

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Behaviour, attitudes and establishing routines Strong standard

Well-established routines, such as time for rest, nappy changing and mealtimes, result in an environment where children understand the boundaries and expectations. Babies learn to recognise when they are tired, and when it is nap time. They happily go with the childminder and quickly settle themselves and sleep for as long as they need.

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Children's welfare and wellbeing Strong standard

The childminder ensures that all children feel safe and secure in her setting. She implements effective procedures and ensures her knowledge of relevant legislation is current. The childminder ensures she has an up-to-date knowledge of children's individual needs and any other relevant information. Children's care routines at home are followed by the childminder and tailored to meet their changing needs. Babies sleep in cots, with their own bedding and comforters and are closely monitored by the childminder to make sure they are safe and comfortable. On waking, babies are given the reassurance they need until they are ready to return to play.

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Children's welfare and wellbeing Strong standard

From a young age children learn how to keep themselves safe and to follow appropriate hygiene routines that are consistently implemented by the childminder. Babies learn to wash their hands using soap and water at the sink. Personal care routines are carried out sensitively and when children are ready and happy to comply. Children chose from a selection of foods at snack time. They are encouraged to try new tastes and textures and

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Expected standard

make healthy choices. Oral hygiene is promoted, and a point of discussion with both children and parents. Children are provided with daily activities outdoors, in the childminder's garden or in the local community.

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Inclusion Strong standard

The childminder welcomes all children and their families into the setting. She works very closely with parents to establish what children already know and can do when they first start. Continuous communication with parents promotes a consistent approach for children's learning between the setting and home. Accurate ongoing assessments ensure the childminder can identify where children need additional support. Children's individual learning needs and styles are carefully considered and valued by the childminder. She ensures that she takes these into account when planning experiences to enable all children to achieve and participate fully in the setting. The childminder places a strong emphasis on children's wellbeing. Children feel confident and secure. Children learn to be independent and to build positive relationships with others, ready for their next stage in learning.

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Leadership and governance Strong standard

The childminder is organised and professional. She has high expectations of herself and a desire to provide a quality provision for children and their families. The childminder regularly reflects on her own knowledge and skills. She has an accurate understanding of what she does well and what she would like to do next to develop her provision further. The childminder pays high regard to her own professional development. She ensures that she is up to date with changes in legislation and guidance through reading and research. The childminder actively seeks out training, and successfully applies what she has learned to her practice, to help improve the outcomes for all children.

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Leadership and governance Strong standard

The childminder has established strong partnerships with parents. She maintains a detailed two-way exchange of information with parents to ensure that children's individual care and learning needs are consistently met. The childminder successfully liaises with other settings, such as schools, to help support the transition as children move on to their next stage of learning.

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Achievement Expected standard

Overall, children, including babies and children with special educational needs and/or disabilities, achieve well from their starting points. They are developing the skills they need for their next stage in learning. Babies develop stage appropriate physical skills and learn to be independent and to do things for themselves. They are becoming competent communicators and demonstrate positive personal, social and emotional skills. Children are interested in activities and develop a positive attitude to learning.

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Curriculum and teaching Expected standard

The childminder knows the children she cares for well. She liaises closely with parents, ensuring that they are kept involved in their children's learning. The childminder completes regular assessments of what children can do. Overall, children are supported well by the childminder, and she knows what she wants children to learn next. Activities, in the main, are well planned and reflect what children enjoy, which in turn motivates children to participate and remain interested. The childminder can explain what she wants children to learn from the activities that she offers. However, she recognises that sometimes these become overly complicated and, therefore, she loses sight of the skills she wants children to learn the most at these times.

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Curriculum and teaching Expected standard

The childminder interacts positively with children. She provides a running commentary during daily routines and activities. When babies engage in sensory play, the childminder introduces new words, including some mathematical language, such as 'big' and 'small', to support children's developing language. From a young age, children show a strong interest in books and choose their favourites to read with the childminder. The childminder shows children how they can use spoons to scoop and pour oats into pots, pausing to enable children to have a go themselves.

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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, including babies and those that are new to the setting, show that they are settled and happy. Settling-in sessions are discussed and agreed with parents and carers and tailored to children's individual needs. The childminder is kind, caring and respectful of children's individual care and learning needs, including those with special educational needs and/or disabilities. Children demonstrate a strong sense of security and build strong bonds with the childminder in a short space of time. Babies seek out the childminder for a reassuring hug and kind words when needed and quickly gain confidence to engage positively with visitors. Children play alongside each other and learn to share and take turns with resources.

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

All children benefit from a broad range of learning experiences that reflect their individual interests and stage of development. The childminder has high expectations of what children can do from a young age. Children participate in a range of well-planned activities that support their physical development and self-care skills. Babies develop their hand-eye coordination and learn to hold utensils correctly. They use spoons to scoop and pour cereals into pots. During snack time, children build on what they have learned. The childminder encourages children to attempt to cut their own banana. Children dip crackers, scoop hummus from a pot and drink successfully from a cup. Children that are new to walking are challenged to build on their strength and stability through activities and everyday routines. They learn to safely climb the stairs and steps on the garden slide.

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

All children are included in the setting. They receive constant praise, and their achievements are celebrated by the childminder. Children are eager to join in and concentrate well during activities. They show high levels of enjoyment and sustained interest in their learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Next steps

The childminder should refine planning to ensure activities focus precisely on children's most pertinent next steps, so that children make the best possible progress.

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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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