Childminder

Childminder

Unique reference number (URN): 2711453 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

The childminder has embedded a harmonious and respectful culture where children increasingly manage their own feelings and behaviour. She gently and consistently reminds children about behavioural expectations. As a result, children are extremely familiar with rules and routines. For instance, they listen to the childminder and respond to her requests, such as putting toys away and getting ready to go outdoors. Children demonstrate kind and caring behaviour towards each other. For example, older children help younger children during activities. They play together, kicking the ball to each other and clapping and cheering each other on.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children's behaviour and emotional development consistently and well. Children develop their turn-taking skills and have positive relationships with each other. The childminder calmly supports them in taking turns and sharing the resources on offer. She praises children when they exchange toys, and she models how to cooperate through simple imaginative play. Children respond positively to her high expectations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder helps children to learn about different feelings. She observes when children show happiness and teaches them the name of this feeling. The childminder has pictures of different facial expressions that help children learn to recognise different feelings. Children gain an understanding of different emotions to support their wellbeing.

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Achievement Expected standard

Children make progress across all areas of the curriculum, particularly with communication and language. Children rapidly develop new vocabulary, which they often use during role play as they engage in conversation with the childminder. They show an enthusiasm for learning songs and contribute well to these sessions, singing aloud with confidence and developing rhythm and rhyme.

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Achievement Expected standard

Children are developing early mathematical skills. For example, they count food items in the shopping basket as they play shops. They are able to maintain their engagement and confidently follow a routine. Children focus well on activities and are beginning to problem- solve and develop their own ideas. These are skills that will stand them in good stead for the next stage in their education. Overall, they make good progress in their learning from their starting points.

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Children's welfare and wellbeing Expected standard

The childminder develops secure relationships with children, helping them to feel safe and secure. They develop strong attachments with the childminder, who knows each child well. Children learn how to keep themselves safe as the childminder helps them to identify risks. For example, when on walks to the park, she teaches them about road safety and holding hands to keep together.

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Children's welfare and wellbeing Expected standard

Children have many opportunities to be physically active, both indoors and outdoors. They enjoy negotiating the ladder and slide in the garden, developing strength and stability. Children request action songs and display their increasing coordination as they balance and hop on one leg. The childminder helps children to make healthy choices and understand the importance of eating well and drinking water throughout the day to support their wellbeing. The childminder understands the importance of good attendance and promotes this with parents.

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Children's welfare and wellbeing Expected standard

The childminder supports children to gain a sense of responsibility. She supports children to make choices about what they want to play with and encourages them to work together to tidy away toys after they have finished using them. The childminder promotes children's understanding of self-care, such as handwashing, and she works closely with parents to toilet train children when their children are developmentally ready.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that is appropriately adapted to each child's age and stage of development. She builds on what children know and can do, providing activities that challenge their thinking. She has a particular focus on communication and language development. Activities are thoughtfully adapted to suit the needs and interests of different age groups. For instance, babies enjoy the sensory experience of using play dough, while older children use tools such as scissors to cut the dough, enhancing their fine motor skills.

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Curriculum and teaching Expected standard

The childminder's effective teaching and wide variety of experiences keep children engaged. She skilfully incorporates early mathematics into play. When children are on outings, she helps them recognise numbers in the environment, such as door numbers and other signs.

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Curriculum and teaching Expected standard

The childminder ensures that she is aware of children's starting points and their interests. She uses this information to build a curriculum that is adapted to meet children's individual learning needs. For instance, she recognises when children need to work on sharing and turn-taking and plans her curriculum accordingly. However, the nurturing childminder does not consistently give the opportunity for children to develop their independence and manage their own self-care needs as she often completes simple tasks for children, such as taking off their shoes and coats.

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Inclusion Expected standard

The childminder gets to know each child and their family when they first join. She establishes positive, trusting relationships and encourages open communication. By collecting information from parents and making her own observations, she assesses each child's stage of development and identifies any learning gaps. If she has concerns about a child's learning or development, she discusses them with parents in a sensitive manner. The childminder collaborates closely with parents to create plans, ensuring that children receive consistent support both at home and while in her care. For instance, when children experience difficulties with speech and language development, she consistently applies supportive strategies.

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Inclusion Expected standard

The childminder is knowledgeable about how to seek additional support for those children who may experience barriers to learning. She is confident in using the local authority to apply for additional assistance for those who need it. She knows to make swift referrals and aims to work in partnership with other professionals. This means that the early identification of children with special educational needs and/or disabilities or those who require additional help is well supported.

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Leadership and governance Expected standard

The childminder develops positive relationships with parents to ensure children receive the support they need. For example, she provides a range of advice and support to parents about various developmental stages, such as toilet training. The childminder shares information about children's learning and offers ideas on how parents can continue learning at home. This helps to provide a consistent approach to learning for children across the setting and at home.

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Leadership and governance Expected standard

The childminder regularly completes mandatory training, such as first-aid and safeguarding courses. She demonstrates a commitment to professional development and knows how to access training. For example, she has recently updated her knowledge around changes to the early years foundation stage and amended her policies accordingly. The childminder is reflective in her practice. She has a secure knowledge of how to support children's learning and development, but also identifies areas she could improve. For example, although the childminder does use assessment, she plans to complete training that will further enhance knowledge of assessment to precisely identify outcomes for children. She has not yet implemented these plans, which will strengthen her practice further.

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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 are happy, confident and settled in the childminder's care. It is clear they have developed secure relationships with the childminder and thoroughly enjoy their time in the setting. The childminder has created a warm and safe environment where children relax and immerse themselves in a range of interesting and enjoyable experiences. Children navigate the childminder's home with ease, making choices in their play. For instance, children enjoy playing together in the play kitchen, taking on the roles of chef and customer and inviting the childminder to join their play.

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

Children confidently express their preferences and choose what they would like to play with. They are full of smiles and show enthusiasm for the fun experiences available. For example,

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Inspector:

Charmaine Cayton they are excited when they can sing their morning songs using a microphone. Children have fun dancing and moving their bodies as they take part in singing sessions. Children benefit greatly from hearing songs and stories during the day. This helps them to hear a range of different words, rhymes and vocabulary, which in turn supports their communication skills.

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Inspector:

Children have daily opportunities to be physically active. They develop their physical strength and coordination through active play. For example, they practise kicking and catching balls and enjoy using the climbing equipment. This supports children's general health and wellbeing and teaches them about taking risks and staying safe. Additionally, the childminder fosters awareness of the local community by organising outings to parks, shops and playgroups, where they meet new people and develop their social skills.

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Inspector:

The childminder supports children to be kind and well-mannered and play cooperatively with one another. She engages in play, helping children to develop their patience and show consideration towards each other. She constantly praises children's efforts and achievements, building on their self-esteem.

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Next steps

The childminder should consistently allow children to demonstrate and practise their independence, giving them more opportunities to complete tasks on their own before providing support. The childminder should undertake further training and professional development to enhance knowledge and skills and further improve outcomes for children.

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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 : 08:30 - 18:00

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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

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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