Childminder

Childminder

Unique reference number (URN): 2742753 Registered with Ofsted: 22/08/2023 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children make excellent progress from their starting points, including in their physical development. They develop strong communication and language skills and are eager to talk, share ideas and join in conversations. Children's confidence, independence and social skills grow steadily as they learn to manage their behaviour, communicate their needs and participate positively in group activities. They learn to play alongside others, take turns and express their feelings with increasing clarity, which supports positive relationships and wellbeing. Consistent routines help children to feel secure and ready to learn, enabling them to engage, concentrate and persevere.

p.2

Achievement Expected standard

Children approaching school benefit from focused experiences that strengthen independence, social understanding and early learning behaviours. This helps them feel prepared for the next stage of education. Children who may face barriers, including those who receive additional funding, are included fully in daily experiences and therefore achieve well. However, due to some minor weaknesses in the childminder's knowledge, children who may need more targeted support, including those with special educational needs and/or disabilities, do not benefit from more consistent support.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children behave extremely well and show positive attitudes to their learning. Clear routines and consistent expectations help children to feel secure and understand what is expected of them. The childminder models positive behaviour and supports children to develop turn- taking, sharing and cooperation in an age-appropriate way. This includes during group activities and mealtimes. The childminder organises activities that encourage children to collaborate and share ideas. For example, children choose a book and the childminder supports them to share their views and turn the pages as children read the book together. This helps children to build relationships and work together.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children use good manners and show respect for each other. The childminder encourages children to make choices and develop independence in routines. For example, children make decisions about what they play with and help to tidy away. The childminder builds warm and trusting relationships that help children to separate confidently from their parents and carers and feel emotionally secure throughout the day.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder emphasises the importance of regular attendance with parents and carers and shares her policies. She monitors children's absences and follows up on them swiftly. The childminder has not precisely developed her understanding of how behaviour, routines and expectations can be adapted to meet the needs of children of different ages and abilities, including children with special educational needs and/or disabilities.

p.2

Children's welfare and wellbeing Expected standard

Children's physical and emotional wellbeing is a clear priority. The childminder clearly risk assesses outings. She reminds children of the importance of how to stay safe when they walk to places such as the park. Children have plenty of opportunities to practise physical skills, indoors and outdoors. For example, children paint snowflakes on a screen, run in the garden and make 'birthday cakes' in the sand. They tidy up the toys and dress appropriately for the outdoor weather.

p.2

Children's welfare and wellbeing Expected standard

The childminder meets children's care needs sensitively and consistently. This includes safer sleeping arrangements and healthy snack routines. The childminder guides children to support their understanding of self-care. She uses care routines as opportunities to build secure relationships and support children's communication and social skills. The childminder supports children sensitively when they need reassurance or guidance, helping them to regulate their emotions. Children are encouraged to talk about their feelings and what they mean. This includes discussing behaviours and emotions in stories they read together.

p.3

Children's welfare and wellbeing Expected standard

Children benefit from a calm environment where they feel comforted and supported. The childminder's thoughtful approach helps children to feel emotionally secure and able to engage positively in their learning and play. However, the childminder has not consistently strengthened her understanding of how wellbeing routines can be adapted to meet the needs of children with special educational needs and/or disabilities.

p.3

Curriculum and teaching Expected standard

The curriculum is designed around children's interests and developmental needs. It reflects the childminder's priority to support children's personal, social and emotional development and communication. The childminder's interactions are calm, responsive and caring during play and care routines. She engages children in conversation throughout the day. For example, they all read books together, talk about the animals they find in the 'snow', and 'make breakfast' and say what they like on their toast. This helps children to express their views and needs and develop early language skills. Children practise their mathematical knowledge in their play. For example, they count out ice cubes and add them to the 'snow' and talk about 'big' and 'small' animals as they compare the features.

p.3

Curriculum and teaching Expected standard

The childminder adapts activities to suit individual children. She uses assessment appropriately to identify what children need to learn next. For example, the childminder plans activities based on children's current interests and shares ideas with parents and carers to support children's learning at home. Children benefit from real-life experiences on visits that help them make sense of the world around them. The childminder recognises the importance of developing her understanding of how to adapt the curriculum and teaching for children of different ages and stages, including when babies and toddlers play together.

p.3

Inclusion Expected standard

The childminder knows children and families and their unique circumstances well. She identifies children's individual needs appropriately through regular observations and discussions with parents and carers. She has high expectations for all children and ensures that they are included fully in all activities and routines. Children benefit from a calm, consistent and nurturing approach that helps them to develop confidence and a strong sense of belonging. The childminder uses early years pupil premium funding thoughtfully to reduce barriers to children's learning. For example, she uses this funding to support children with resources and activities to help regulate their emotions. This supports disadvantaged children to access the same opportunities as their peers.

p.3

Inclusion Expected standard

The childminder works closely with parents to share information and agree their children's next steps on a regular basis. This helps to ensure consistency between home and the setting. The childminder is able to talk about how to support children with special educational needs and/or disabilities (SEND). She accurately recognises that she would benefit from further developing her confidence and knowledge in supporting children with SEND, so that she can provide the best level of care if children with SEND were in her care. The childminder has plans in place to undertake relevant training, which will support her to identify children's emerging needs and adapt practice effectively should children with SEND attend her setting in the future.

p.4

Leadership and governance Expected standard

The childminder demonstrates an accurate and reflective understanding of her provision. She knows the children and their families well. The childminder makes leadership decisions that are informed by the needs of the children attending and the context of the community she serves. Her priorities are well thought out and appropriate to the size and nature of the setting. The childminder is committed to providing a high level of care and education. She is ambitious for all children and works closely with parents and carers to ensure their needs are met and children make progress.

p.4

Leadership and governance Expected standard

The childminder reflects thoughtfully on her practice and identifies clear areas for improvement. In particular, she recognises the need to strengthen her confidence and knowledge in supporting children with special educational needs and/or disabilities. She also recognises that she needs to focus her professional development on developing skills to adapt her practice more consistently. The childminder's plans to undertake relevant training demonstrate her positive commitment to professional development and continuous improvement.

p.4

Leadership and governance Expected standard

The childminder has also identified the outdoor environment as a priority for development. She has plans to enhance the garden to provide richer opportunities for outdoor play and exploration, particularly to support children's interest in nature and outdoor learning. These plans are well aligned with her curriculum intentions and reflect her aspiration to broaden children's experiences when outings are not possible.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children experience a calm, welcoming and nurturing environment. They feel safe, settled and valued in this inclusive setting. Children receive support to explore, play and learn at their own pace. For example, children choose to put their 'babies' to sleep, and the childminder talks to children about the 'babies'. Children benefit from consistent routines that help them to understand what to expect and feel confident in their surroundings.

p.5

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

Children enjoy a range of meaningful experiences, including regular outings to the local community. For example, they visit the library, parks and toddler sports group. The

p.5

About this setting

Unique reference number (URN): 2742753 childminder uses these activities to help children to develop confidence, social skills and communication, particularly those who may not otherwise have access to such experiences. At snack times, the childminder sits with children, modelling positive interactions and encouraging turn-taking and conversation. This supports children's personal, social and emotional development. Children develop increasing independence through everyday routines, such as washing their hands, choosing activities and tidying away resources.

p.6

About this setting

Children are offered plenty of praise and encouragement, which supports their confidence and motivation to learn. They are happy and engaged in their play, demonstrating curiosity and enjoyment in their learning. For instance, children press the button on the 'sloth', giggle, dance and copy the dance moves. Outdoors, they enjoy using tongs to pick up toy sharks from water and put them in a cup. Children make excellent progress from their starting points, particularly in their speaking and listening skills, confidence and social development. Those children approaching the next stage of their learning receive support to develop the skills they need to be ready for school.

p.6

Next steps

The childminder should strengthen understanding and skills in supporting children with special educational needs and/or disabilities, including through planned training. The childminder should further develop her practice in adapting care, teaching and routines to meet the differing needs of babies and toddlers when they are cared for together, to ensure that all children are supported to thrive.

p.6

About this inspection

The inspector spoke with the childminder, parents and carers and children during the inspection.

p.6

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. Type: Childminder

p.6

About this inspection

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8