Childminder

Childminder

Unique reference number (URN): 2740193 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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Achievement Expected standard

Children's progress is expected for their age and stage of development, overall. They are supported to develop the skills and knowledge for the future. Children progress well in their communication and language skills. They benefit from listening to stories and from their parents being supported to share books with them at home. When children first start attending, information is gathered to help meet their individual needs. For example, when some children do not like loud noises, the childminder makes sure that songs are played quietly and reduces the noises. This helps to promote children's emotional wellbeing. Younger children learn through their senses. For instance, they explore and investigate different textures through touch and taste.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to manage their behaviour well, helping them to understand what is expected of them. For instance, she uses distraction with younger children and talks to older children about how their actions may affect others. If children struggle to manage their behaviour, due to any barriers in learning, the childminder uses strategies to support them. These include encouraging children to take deep breaths to help calm themselves.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to complete tasks by themselves, giving encouragement when needed. For instance, when babies take an interest in movement, she provides them with toy vehicles to move forwards and backwards, showing them how to do this. The childminder introduces the words 'brum brum' to help develop their speaking skills. However, the teaching of some daily routines is not highly impactful. For example, when asking children to tidy away toys, the childminder does not consistently support younger children to develop a positive attitude towards this task.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides parents and carers with copies of her attendance policy and discusses with them the importance of children attending regularly.

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Children's welfare and wellbeing Expected standard

Children's care routines are adapted in line with children's experience in the home. This helps these to be unique to the individual child, including those children who receive support from other agencies. The childminder uses care routines well to promote positive relationships with children. For instance, when changing nappies, the childminder talks and laughs with children. This helps them to form secure attachments with her.

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Children's welfare and wellbeing Expected standard

The childminder supports children to understand how to be healthy. For instance, after children engage in dancing activities, the childminder helps them to identify and learn how their heart rate increases. The childminder works in partnership with parents and carers to provide nutritious food for children. She encourages children to try different foods to increase their diet. The childminder helps older children to understand how they keep themselves safe when they use technological devices at home. This includes talking to children about only accessing the internet when they are with an adult.

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Children's welfare and wellbeing Expected standard

Children receive support to manage their feelings and emotions. This is to meet the different needs of children, including those who have identified needs. For example, the childminder helps younger children to identify how they are feeling and older children to talk about why they are feeling a certain way.

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Curriculum and teaching Expected standard

The childminder assesses children to help identify what they need to learn next when they first start attending. She focuses her curriculum on supporting younger children's personal, social, language and physical development. If she identifies delays in children's learning, she focuses her support in specific areas to help them achieve.

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Curriculum and teaching Expected standard

The childminder encourages children to play together and models how to do this. This encourages children to have positive relationships with others. The childminder sings songs, names objects the children play with and talks to children about what they are doing during their play. This helps younger children to develop their understanding of words and speaking skills. Younger children are supported to develop their body strength to be able to walk unaided. This includes the childminder giving babies time on their tummies to help develop their core strength. Objects are put slightly out of reach to encourage children to crawl. The childminder holds onto children's hands to support their balance as they begin to walk. The childminder weaves in support for children's mathematical skills. For instance, when she builds a small tower with younger children, she counts how many blocks she is using. Furthermore, when children pretend to cut up fruit, she uses language to describe parts of a

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Inclusion Expected standard

The childminder adapts her practice to meet the differing needs of children who attend. This includes when children first start attending. For example, the childminder meets some children at toddler groups to help them get to know her. Other children are invited to attend settling-in sessions to help them become familiar with her and her home. This helps to promote children's individual emotional wellbeing.

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Inclusion Expected standard

The childminder finds out about children's prior abilities from parents. She uses this information, alongside her observations and assessments, to identify children's levels of learning and if there are any gaps in their development. If she identifies gaps, the childminder focuses on these to support children's individual needs. She speaks to parents and advises them to seek advice from their children's health visitor and doctor. However, the childminder is not confident in her knowledge of reporting concerns to other professionals about children's development to enable her to provide additional swift support for their individual needs.

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Inclusion Expected standard

Any additional funding that children receive, including those children who face barriers to their learning, is spent effectively to meet their learning needs. For example, the childminder takes some children to toddler and music groups where they have experiences to develop their social interactions with others.

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Leadership and governance Expected standard

The childminder reflects on her practice. Since registering with Ofsted, she has made changes to her home to provide children with more space to play and follow their interests. She identifies that she wants to continue to reflect on the toys and resources she offers children to ensure they are age-appropriate to promote children's safety and meet their current interests. However, the implementation of some daily routines is not yet consistently strong.

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Leadership and governance Expected standard

The childminder builds on her knowledge of how to support children's learning. She completes training courses to develop her understanding of the different ways children learn. This helps her to provide activities that support children. For example, when younger children like to put objects in containers, she provides them with Christmas decorations to fill handbags. Furthermore, she has developed her knowledge of how to identify traits that babies show to self-soothe.

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Leadership and governance Expected standard

The childminder shares information about children's care and learning with parents and carers, the schools that children move on to and other early years settings the children attend. This is particularly effective for children who are disadvantaged or children with special educational needs and/or disabilities. This helps to promote consistency in the experiences they receive.

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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's next steps in learning are identified when children first start attending. The childminder focuses on these to help children progress in their development. Communication and language is a priority of the curriculum. The childminder babbles back to babies. She uses simple words and sings songs with children to help develop their early speaking skills. The childminder encourages children to persevere when they play with toys that interest them. For instance, younger children concentrate as they copy the childminder to thread shapes onto a pole. Children receive praise, such as the childminder clapping her hands, to reward younger children's achievements. Children show they appreciate the reward they receive and smile at the childminder. All children make independent choices

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Inspector:

Hayley Ruane about what toys and resources they want to play with. This includes children who face barriers to their learning. This enables children to follow their interests confidently. The childminder quickly identifies children's views and thoughts, particularly if they are not at a stage where they are able to talk about their needs. This helps children to feel heard and their needs met. Children are supported to build on their play experiences. For example, the childminder shows younger children how to bang and shake musical instruments. Children copy and then explore and investigate how they can make different sounds.

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Inspector:

Children show positive relationships with the childminder and each other. They go to the childminder for cuddles and reassurance when they first arrive. Younger children pretend to play chasing games with their peers as they crawl on the floor. The childminder gathers feedback from parents to help her meet their children's care and learning needs. She adapts care routines for children to help replicate their experiences at home, helping them to feel safe and secure in her care. The childminder talks to parents about the importance of their children attending on time.

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Next steps

The childminder should fully embed the teaching of all daily routines to support younger children to develop a positive attitude. The childminder should develop knowledge of how to make swift referrals to other professionals to consistently help make a demonstrable difference to children's experiences.

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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 : 07:40 - 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

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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