Childminder

Childminder

Unique reference number (URN): 2744366 Registered with Ofsted: 01/09/2023 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 overall achieve well from their starting points, they benefit from the close relationships they build with the childminder and the confidence this fosters, helping to provide a suitable basis for them to learn and develop. They are interested to explore the activities and resources that the childminder sets out, which motivates children to develop their skills. Children play imaginatively pushing toys, such as baby doll pushchairs, around the house and collecting dolls to take for a walk. Children build their problem-solving skills as the childminder encourages them to try and work out how all the dolls will fit in. Older babies take their turn with the toy pushchair and adjust their pressure very well, showing their growing strength and balance. They wobble and the childminder offers reassurance but lets them manage this independently, encouraging their confidence to try again. Children raise themselves up and push the chair forwards again.

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Achievement Expected standard

Children are proud of their achievements and show positive attitudes. They typically gain the skills that prepare them for the next stage of their education and their eventual move on to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows children very well and builds positive relationships with them. She gets to know families well and helps support them sensitively, including monitoring families' changing circumstances and needs, and supporting children's attendance. They show respect for her, listening to what she has to say and adapting their behaviour appropriately. She is prompt in her reminders and explanations when they struggle to understand social expectations or safety boundaries. Young children learn to share and take turns with toys with her patient support. The childminder offers them lots of encouragement and praise and this helps builds their confidence and their readiness to have a go. Generally, children develop positive attitudes to doing things for themselves.

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Behaviour, attitudes and establishing routines Expected standard

The childminder helps children follow the routines of the day. She chats to them, explaining what they will do next to ensure their understanding. Typically, young children develop their independence, such as cleaning their hands or finding their water bottle.

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Children's welfare and wellbeing Expected standard

The childminder builds beneficial close relationships with the children, fostering their self- esteem and confidence in her company. She is caring and kind and promotes children's emotional wellbeing effectively. She gives children plenty of attention and they enjoy spending time in her home. The childminder is vigilant as children explore, particularly for older babies, offering them timely reminders on safe practices and a helping hand to steady them when needed, to help maintain their personal safety. She thoughtfully notices changes to children's manner, stopping to offer them what they need and ensuring she keeps them clean, warm, comfortable, well fed and rested. She teaches them suitable hygiene practices and encourages them to be outside in the fresh air. She models good manners and praises them for their politeness. She ensures she promotes their healthy lifestyles and physical wellbeing.

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Curriculum and teaching Expected standard

The childminder has lots of experience of working with children and knows how young children learn. She regularly assesses their development, working out what they can do and what they need to learn next. She outlines suitable next steps for each individual child and makes clear plans for the resources and activities that she will provide to help children build these new skills. She focuses on building key foundation skills, physical development and their personal, social and emotional development. She takes them out into the local community to visit parks, exploring larger spaces and different equipment. They visit local play-based groups, where children meet with larger groups of children and develop their confidence in new situations and their social skills.

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Curriculum and teaching Expected standard

The childminder supports children's communication well, chatting with them and asking them questions to encourage them to practise their speech. She builds children's interest in books and their early literacy development, setting up cosy spots for them to independently explore books. The childminder's teaching is effective and typically children are challenged well. As she reads stories to them, she encourages them to count items, developing their mathematics skills. Older babies build their leg muscles as they pull up to stand to explore the activities the childminder has set out on a low table. However, when they reach for a toy, the childminder readily puts it down on the floor for them rather than encourage them to reach and get this themselves. Additionally, she also readily gives toddlers items they want rather than encouraging them to build their confidence to communicate their preferences

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Inclusion Expected standard

The childminder shows dedication to helping children in any way she can. She works to reduce any barriers that children may have to their learning and development, appreciating each child's and families' different needs and circumstances. She kindly and thoughtfully supports their wellbeing, when there are changes to children's home life. She offers suitable opportunities and experiences to complement those that children receive elsewhere.

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Inclusion Expected standard

The childminder gets to know children very well, assessing their development accurately and noticing any gaps in their learning. She undertakes additional assessments on children's speech and language to help her thoroughly check this important area of their development. She has beneficial links with other local providers and outside professionals and would use these to seek help and ideas if any children needed support to help close persistent gaps in their development.

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Leadership and governance Expected standard

The childminder is qualified and has a great deal of experience. She has close links with other local childminders as well as local authority advisors, to gain new ideas and continue to develop her practice. She is ambitious for what children can achieve and overall makes timely and effective improvements. The childminder shows dedication to her provision and the children and families in her care. She offers parents lots of useful advice and support. First time parents are very grateful for the childminder's helpful wisdom and advice. She links with them typically well, to encourage information sharing and a consistent approach for children.

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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 and relaxed in the childminder's home and show a sense of belonging. They enjoy the childminder's company and her welcoming and warm manner. She spends time with each child, listening to them and attentively supporting them as they play. Children enjoy looking at books with the childminder. Young children and older babies show confidence in selecting these independently and turning the chunky pages of the board books. They snuggle with the childminder, listening intently as she reads them a story. She shows genuine care for them and that she also enjoys their company. She gets to know them well, their interests and what makes them unique, to help support and care for them effectively.

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

The childminder appreciates children's differing abilities and offers them age-appropriate activities and support. Young children follow their ideas readily, selecting items independently and developing their smaller motor skills. They manoeuvre pieces, learning about shapes as they sort and fit these, for example. Older babies pick up and hold items, coordinating their movements well as they bang utensils and place items in and out of containers, enjoying practising these skills. They build their confidence effectively through the nurturing environment that the childminder provides and they typically learn and develop their skills well. The childminder knows families well and helps them sensitively, including monitoring families changing circumstances and supporting children's attendance.

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Next steps

The childminder should more promptly adapt her plans and teaching, to progress children's skills more quickly and consistently.

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About this inspection

The inspector spoke with the childminder 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. Unique reference number (URN): 2744366

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:45 - 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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