Childminder

Childminder

Unique reference number (URN): 2650176 Registered with Ofsted: 11/02/2023 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 communication and language skills are developing well because the childminder speaks to them during play and throughout the day. Parents report that children are thriving since joining the setting and becoming more independent. Children are learning skills such as taking their shoes and coats off and taking responsibility for their own belongings, which means they are progressing to their next stage of development. Children's progress is also being furthered by support from the childminder for parents so they can help children extend and practise these skills at home.

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Achievement Expected standard

The childminder focuses on communication and language teaching by giving children time to respond and modelling words, which helps children who need additional support to develop well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is warm and friendly with children. They are happy and content with her and enjoy their time at the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high and age-appropriate expectations for children's behaviour. Any poor behaviour is addressed quickly, and children demonstrate that they understand these expectations. Typically, the consequences of their actions are explained to children, for example explaining to children that if they run, they may slip and hurt themselves. However, the childminder is not always consistent with this. Children demonstrate that they are developing a sense of self and can understand their feelings. For example, a child says 'I am not tired' when asked if they need a nap. The childminder models behaviour effectively. She uses a doctor's role-play activity, with a teddy as the patient, as an opportunity to demonstrate kindness to others and remind children to be gentle.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of consistency with routines, and children demonstrate that they understand what they are doing and what comes next, such as anticipating snack time and sitting at the table. The childminder also works well with parents to support regular attendance so that they understand that children are more likely to thrive and achieve if they have predictable and stable routines.

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Children's welfare and wellbeing Expected standard

The childminder has secure attachments with children, and they are affectionate and settled in her company. They have meaningful conversations about their families and what they have been doing at home, such as decorating their tree with family.

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Children's welfare and wellbeing Expected standard

The childminder supports children to understand their health and wellbeing by talking about healthy foods and ensuring that they have a balanced and varied diet. The menu is planned and shared with parents, and the childminder encourages parents to support healthy eating at home. The childminder has an effective allergen management system in place that ensures that children are safe and that their dietary requirements are met. Drinking water is available and accessible to children, and the setting is clean and tidy.

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Children's welfare and wellbeing Expected standard

The childminder asks children thoughtful questions to support them to manage their emotions. For example, when children are upset about their mother leaving, the childminder acknowledges their feelings and reminds them that they will see their mother at the end of the day. This sensitive interaction means children settle quickly.

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Children's welfare and wellbeing Expected standard

The childminder has undertaken training on safer sleeping and ensures that sleep mats are covered and clean. She understands safer sleeping requirements for babies.

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Curriculum and teaching Expected standard

The childminder has improved the curriculum on offer by ensuring that she understands children's starting points. She regularly assesses children across all areas of learning and development so that she is able to better identify what she wants children to know and learn. When the childminder notices a child needs more support in fine motor skills, she incorporates dough activities that involve practising cutting, for example, to support development.

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Curriculum and teaching Expected standard

The childminder wants children to develop a love of stories, and familiar books are regularly revisited so that children can learn through repetition and embed knowledge. The childminder uses a story she is reading about people who help us so that she can have conversations with children about the community around them. Children are interested, engaged and answer questions excitedly. She asks them thoughtful questions and models new words to extend their vocabulary. During story time, children see a lion in the book, and the childminder says, 'Can you roar like a lion?' Children copy her roar and crawl around pretending to be a lion.

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Curriculum and teaching Expected standard

Children are learning to count consecutively, for example saying, 'I have 5, 6, 7 turtles,' because the childminder teaches counting during play and during song and story time. However, she does not plan enough adult-led activities that focus on using numbers in everyday contexts and developing mathematical concepts, such as measuring and ordering.

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Curriculum and teaching Expected standard

Children are developing well in personal, social and emotional skills because the childminder spends lots of time talking to children about their feelings and encourages them

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Needs attention

to be independent. As a result, children are more able, confident and thoughtful, and parents report this too.

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Leadership and governance Expected standard

The childminder has worked hard to evaluate and improve the setting since her last inspection. She has ensured that all actions set have been met and this progress has been maintained. She has focused on making the setting safer and improving her safeguarding knowledge.

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Leadership and governance Expected standard

She has improved the way she assesses children, which has had a positive impact on the curriculum she offers. She has a better understanding now of what she wants children to learn next and what they already know. She has attended classes at the local library with the children she looks after that focus on improving their communication and language skills. This has helped her develop her own curriculum.

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Leadership and governance Expected standard

She has engaged with local authority partners to seek support in improving her practice and has put in place more effective dynamic risk assessments for both in and out of the setting. The childminder has also been supported by another childminder who has helped her to improve her provision. By seeking out guidance from other professionals, she has made meaningful improvements to the quality of care she offers children.

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Leadership and governance Expected standard

The childminder has identified that she could benefit from further support in provision for children with special educational needs and/or disabilities and intends to seek out training to help develop her knowledge of the range of help available to disadvantaged children.

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Inclusion Needs attention

The childminder does not effectively understand how to adapt her planning to support children with special educational needs and/or disabilities, and this means that children's additional needs may not be swiftly or effectively supported or identified. The childminder is not well informed about the early years pupil premium, which has an impact on her ability to fully support disadvantaged children.

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Inclusion Needs attention

The childminder understands the importance of having high expectations for all children and has recently started assessing and monitoring children's progress more effectively so that she can begin to better identify areas where children might need additional support. She understands that she can seek help from other professionals should she feel a child needs support, but she hasn't yet strengthened links with specialists and external partners to improve her understanding of how to support children who may have barriers to learning.

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Inclusion Needs attention

The childminder helps children understand and appreciate diversity by them learning about a range of cultural and religious festivals. She uses focus books that celebrate and promote uniqueness. Parents report being kept well informed of their children's progress, and the childminder has daily and monthly catch-ups to discuss children's development.

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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

The childminder does not always seek support and guidance from external partners or attend training on supporting children with special educational needs and/or disabilities to strengthen her ability to identify additional needs and put in place swift and effective support. When children arrive at the setting, the childminder greets them warmly, and they are happy to see her. She speaks to children throughout the day, engaging in thoughtful conversations with them, which extends their vocabulary and helps them develop a sense of self.

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

The childminder has made significant improvements to the setting to ensure that it is safe. There are a range of age-appropriate resources, and it is inviting and spacious. The childminder has also improved her knowledge of safeguarding children and keeping children safe in her home.

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

Children are typically praised and encouraged, and because of this they are settled and content. Children smile and sing throughout the day and enjoy talking to the childminder about themselves, their families and their interests.

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

Parents report that children are learning to be polite and empathetic because the childminder models this behaviour well. Children are developing independence in skills they need, such as feeding themselves and learning about self-care and self-regulation.

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

Children know the daily routine. They know where to place their belongings when they arrive and are supported to take their shoes off. The childminder manages behaviour well. She encourages children to be kind and sensitive and praises good behaviour. She typically explains the consequences of actions, such as saying, 'Don't bang that as it may break and then you won't be able to play with it anymore.' However, she is not always consistent in explaining the consequences of their actions to children to strengthen how children learn to manage and regulate their own behaviour.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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About this inspection

The inspector spoke with the childminder, children and parents during this 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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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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