Childminder

Childminder

Unique reference number (URN): 2739344 Registered with Ofsted: 02/08/2023 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

All children make progress across all areas of the curriculum. They benefit from clear next steps to continually build on their learning. Children attempt to copy the childminder and begin to use short phrases and sentences independently. Children show they are becoming confident communicators. Young children ask questions, tell they childminder when they are hungry or thirsty and use language to ask for more or to repeat an activity.

p.2

Achievement Expected standard

Children are prepared well for school and demonstrate high levels of independence with managing their self-care and eating. For example, young children drink from open cups without support and chop their own fruit at snack time. They show progress in their physical development as they manipulate small toys, such as accurately pressing buttons to make toys play music or light up. This small-muscle control helps children use a range of tools for painting, drawing and writing.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children behave well and follow the childminder's clearly embedded routines and boundaries. They are motivated and show an interest in learning. The childminder understands and promotes children's listening skills. Children listen well and follow instructions. They confidently share their likes, interests and ideas. For instance, young children choose their own books for story time and tell the childminder when they want to continue with an activity or finish. The childminder responds positively to children's comments. She listens to their ideas and adapts her teaching to follow their interests.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children show kindness and respect for each other, the childminder and the resources they play with. After lunch, children ask if they can use the vacuum cleaner to help clear food from the floor. They enjoy helping and tell the childminder when the floor is clean. The childminder responds with praise and thanks children for helping her.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of punctuality and attendance. She works flexibly with parents and carers to ensure that children attend their sessions regularly. Children play together well. They wait for a turn and share toys with their friends. Young children say, 'Your turn now' and 'stop and pop' as they hand a popping toy to each other.

p.2

Children's welfare and wellbeing Expected standard

The childminder follows effective processes to promote children's welfare and wellbeing. She makes the most of opportunities to show and teach children about good hygiene. The childminder explains why she washes her hands and puts tissues in the bin after helping young children to wipe their noses. She explains why knives can be dangerous as she helps children chop their fruit. Children learn to wait for each other to finish at lunchtime. The childminder sensitively reminds them to say 'please' and 'thank you'. This promotes children's social skills at mealtimes. The childminder helps children to recognise and name their emotions. She uses simple language and actions to help children communicate how they feel. Young children understand when they feel tired and ask to have a nap. The childminder supports children to learn about healthy food. She works closely with parents and carers to provide help and guidance for healthy lunch boxes and shares recipes

p.2

Children's welfare and wellbeing Expected standard

with parents to try at home. Parents use these recipes and bake sugar-free cakes for the childminder and children to try at teatime. They appreciate the childminder's advice and comment on the toothbrushing packs she gives them. These partnerships help children to form healthy lifestyle habits.

p.3

Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities to be active outside. For instance, she meets with other childminders and creates obstacle courses for children to develop their balance and coordination. These physical and outdoor opportunities support children's overall wellbeing.

p.3

Curriculum and teaching Expected standard

The childminder implements an ambitious curriculum for all children. She places a focus on building children's communication and language skills, supporting their personal, social and emotional development and encouraging children to be curious and imaginative. The childminder provides motivating activities to support children's physical development. This includes opportunities for children to develop their small hand muscles. Young children, for example, successfully use knives to slice their boiled eggs. They enjoy using fly swatters to recognise, jump up and point to different numbers displayed on the wall. They laugh and show pride and shout 'yes' when they do this successfully. This promotes their interest in playing with numbers.

p.3

Curriculum and teaching Expected standard

Children benefit from the childminder's high-quality interactions. She models language, introduces and explains new words as they play and encourages children to learn routines through songs. For instance, children sing a handwashing song to help them to learn the sequence for washing and drying their hands. The childminder is skilled at giving children opportunities and time to think and respond to her questions. The childminder encourages children to name the fruits they eat at snack time and helps them to use this vocabulary in a sentence. Young children ask, 'Can I have more strawberries please?' However, the childminder does not consistently make the most of opportunities to support children with the correct pronunciation of difficult or new words to help them further excel with their language and communication.

p.3

Inclusion Expected standard

The childminder knows each child well. She uses her observations, regular assessments and ongoing discussions with parents and carers to identify children's needs swiftly. The childminder's positive approach and inclusive curriculum helps all children to gain the wide range of knowledge and skills they need. The childminder successfully adapts her teaching to enable all children to engage, play and learn. For instance, she skilfully uses sign language to help children to understand and express their thoughts and ideas as they interact with the childminder and each other. This has a positive impact on children's language and communication skills. For instance, young children are beginning to use long sentences during their conversations with the childminder, visitors and each other.

p.3

Inclusion Expected standard

The childminder understands the importance of children being able to manage their emotional needs. She supports children who find regulating their emotions more difficult and helps them to learn how to calm themselves when they become over stimulated. The childminder has a secure knowledge of when and how to seek additional help and/or funding for children. She follows advice from other professionals and ensures that she involves parents in all aspects of their children's development. This proactive approach helps to reduce barriers to children's learning.

p.3

Leadership and governance Expected standard

The childminder is passionate and reflective. She is dedicated to improving her own practice and ensuring that her knowledge and skills are up to date. She prioritises her own learning and professional development and continually attends training courses. She has worked hard to design a curriculum that gives children a secure start to their early education.

p.4

Leadership and governance Expected standard

Relationships with parents and carers are strong. The childminder creates positive relationships with parents and continually involves them in their children's care and learning. She takes the time to understand each child's unique family background and values, respects and celebrates every child's background. This helps children to understand what makes them special. The childminder adapts her curriculum to meet the needs of the children who attend. For example, she uses recent training to help her deliver daily activities to encourage children, especially boys, to be physically active. The childminder provides parents with a bag of ideas and resources to help them to continue these activities at home.

p.4

Leadership and governance Expected standard

The childminder understands the importance of working with other professionals to ensure that children experience effective continuity of care and learning. She regularly communicates with other providers where children attend to share children's progress. She works closely with other childminders to share good practice and keep up to date with any changes to the curriculum.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children settle quickly. They separate well from their parents and carers and happily engage in the meaningful activities the childminder prepares for them. The childminder ensures that there are always toys and activities on offer that motivate and extend children's learning. For example, young children enjoy playing with cars and trains. They concentrate as they sort the trains into different colours. Having their favourite toys available and following their interests help children to feel valued.

p.5

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

Children behave well and show they understand the daily routines and boundaries. For instance, children know they need to tidy up and wash their hands before lunch. These simple routines help children to know what is expected of them and supports them to feel safe and secure in the childminder's care. Children form warm relationships with the childminder. They go to her for cuddles and freely share their wants and needs with her. Children tell the childminder when they are hungry and ask her for help when they need it.

p.5

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

Children benefit from the childminder's high-quality interactions. They show positive attitudes to their learning and can concentrate and focus for long periods of time. Children are motivated to join in with a wide range of activities and often ask for more. For example, they say 'again' and 'one more go' as they guess what object is in the bucket. This enthusiasm for learning, alongside the childminder's effective teaching, helps children to make progress from their starting points. Children demonstrate a solid foundation of skills and knowledge ready for their next stage of learning.

p.5

About this setting

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

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Next steps

The childminder should build on her flexible and adaptable approach to teaching to consistently support children's pronunciation of new vocabulary to help them further excel in their communication and language development.

p.6

About this inspection

The inspector spoke with the childminder, the parents and carers and the children during the inspection.

p.6

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8