Childminder

Childminder

Unique reference number (URN): EY453748 Registered with Ofsted: 20/11/2012 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, including those with any emerging needs, are progressing well from their starting points. They show high levels of independence as they wash their hands, dress themselves, and develop fine motor skills using tweezers. Children are growing confident in their social skills as they play collaboratively with friends. This helps prepare them for their next stage of learning, such as school. The childminder works in partnership with nursery professionals, where children also attend. This consistent approach supports smooth transitions in the future. Children are becoming competent communicators, and the childminder understands how to support children's language development. However, she could identify even more strategies to further develop children's vocabulary.

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Achievement Expected standard

Parents are kept well informed about how well children are progressing in their development. The childminder shares ideas with parents to extend learning further at home, which supports their overall progress. She uses ongoing monitoring to identify appropriate next steps for children. This supports children in achieving well across the seven areas of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a positive home-from-home environment where she sets high expectations for all children's behaviour. She embeds clear boundaries with children and is consistent in her messages to them. For instance, children are encouraged to tidy up after themselves and use their 'walking feet' to keep themselves safe. They positively respond to rules and follow routines and instructions with ease.

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Behaviour, attitudes and establishing routines Expected standard

Children have developed firm friendships with each other, and the childminder helps them to share and take turns. This helps them manage minor conflicts and develop their social skills. Children are loved and nurtured by the childminder. She responds to their needs immediately, and her cuddles instantly calm them. This supports children's sense of security and ensures they are ready to learn. The childminder records children's attendance effectively. This supports her in monitoring any absences and changes in attendance patterns.

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Children's welfare and wellbeing Expected standard

There is a flexible settling-in process that allows children time to become familiar with the environment, helping build strong parent partnerships. All children are taught about the benefits of making healthy choices while in the childminder's care. Children discuss and eat fruits at snack time and drink water regularly. The childminder shares guidance on healthy foods with parents. This promotes the healthy lunch boxes that children arrive with. Children have constant access to the outdoors, including the well-equipped garden and outings. This promotes regular fresh air and exercise, which, in turn, supports their overall wellbeing.

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Children's welfare and wellbeing Expected standard

Children are consistently encouraged to use their manners, learn healthy practices, and show enthusiasm when washing their hands. The childminder teaches children about good oral hygiene through toothbrushing activities. The childminder provides an open, positive environment that encourages children to express their feelings confidently. The childminder's approach to providing children with privacy is admirable. Children's dignity is maintained when toileting and during nappy changes. This helps them feel safe and further develops their confidence.

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Curriculum and teaching Expected standard

There is a well-planned, ambitious curriculum in place that promotes children's progress across all areas of learning. Children are motivated and show high engagement as they use toy dinosaurs and tools to break through the ice. Communication and language are a priority for the childminder. She promotes a love of books and responds to children in complete sentences. However, children's language could be extended more consistently by identifying when to use a wider range of questioning during child-led activities. Enhancing physical skills is integral to the childminder's curriculum. Children use large muscles and take risks during visits to soft-play sessions. The childminder promotes children's personal, social and emotional development, ensuring they feel safe, secure and motivated to learn.

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Curriculum and teaching Expected standard

The childminder supervises the use of technology as children confidently ask for their favourite songs to be played on the speaker. This helps promote a positive attitude towards using technology in the future. Mathematics is incorporated throughout play. Children learn about mathematical concepts as they discover that dinosaurs have grown in size overnight. They confidently count during games and songs and are securing a deeper knowledge of numbers. Children problem-solve as they try different keys in locks and match colours into compartments. They delight in receiving an abundance of praise, which encourages them to persevere and develop a positive attitude to learning.

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Inclusion Expected standard

The childminder ensures she provides a welcoming and inclusive environment where all children receive the same opportunities. She knows children extremely well and uses careful observation to track their progress. This helps her identify emerging needs and ensures children progress well from their starting points. The childminder completes statutory documents such as the progress check for children aged two years, and encourages parents to share this with professionals such as health visitors. This helps ensure that any concerns are swiftly identified and can be targeted. The childminder has a secure knowledge of how to support children with special educational needs and/or disabilities (SEND). However, she recognises the need to develop training on SEND further to support children when they do arrive.

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Inclusion Expected standard

The childminder has high expectations for every child; she models respect and ensures all children are celebrated. Children are developing skills to support their regulation through emotion-based activities and the opportunity to make independent choices. For example, those children that want to extend their outdoor play are supported to do so, which supports their regulation. The childminder provides opportunities for children to learn about different cultures and backgrounds. Children regularly visit the local area, including attending playgroups. This supports early understanding of their own identity and life in modern Britain.

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Leadership and governance Expected standard

The childminder has developed excellent partnerships with parents, where trust and an open collaborative approach have been established. She seeks their views about the provision using questionnaires, and parents are highly complimentary of the service she offers. They comment on the fantastic relationships she has built with their children and how their diversity and cultures are well celebrated. The childminder communicates well with parents and shares detailed development records of children's progress via an online app. This promotes a shared understanding of the next steps children need to make, which helps support their overall progress.

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Leadership and governance Expected standard

The childminder reflects on her practice and keeps up to date with changes to the early years foundation stage, ensuring she is always compliant. She has completed some training to continue her professional development. However, has not yet focused on recent training to support children with special educational needs and/or disabilities. The childminder has a clear understanding of her priorities and is passionate about providing children with the best possible care and education. She works closely with other childminders and the local authority to share good practice, which supports her commitment to continuous improvement.

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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 arrive happy and are warmly welcomed by the childminder. She offers a purpose- built cabin where children learn in a stimulating environment. They show growing independence, taking off outdoor clothing and putting on indoor shoes. Children have formed firm friendships with their peers and play cooperatively together. Relationships with the childminder are warm and trusting. Children show a sense of belonging and seek her out for spontaneous cuddles.

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

Children benefit from regular access to the outdoor garden. They develop their physical skills as they climb and run up small hill mounds and excitedly roll cars down to see how fast they travel. They develop an understanding of the natural world as they notice sounds in the trees and point to birds in the sky. Children learn about kindness and responsibility as they care for the childminder's pet rabbits.

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

The childminder focuses on developing children's language skills. She repeats words regularly, such as animal names, and narrates children's play. This ensures that children, including those with any emerging needs, are well supported in developing their vocabulary. Children particularly enjoy musical activities; they dance and play instruments to their favourite songs.

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

The childminder closely monitors and observes children's play; this enables her to offer ambitious activities to challenge them. She gives praise and encouragement consistently to children. For example, as they persevere using tweezers to sort animals by colour, this supports their growing self-esteem. Children develop confidence in practical life skills, which equips them well for the next stage in their learning and development.

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About this setting

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

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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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Next steps

The childminder should strengthen the use of effective questioning strategies so that children can further develop their communication and vocabulary. The childminder should establish a programme of professional development to enhance knowledge of how to support children with special educational needs and/or disabilities.

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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.

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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

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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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