Childminder

Childminder

Unique reference number (URN): 2677540 Registered with Ofsted: 10/10/2022 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

The childminder links children's current interests to the next steps in their learning, which helps children to enjoy reaching their milestones. Children demonstrate their enthusiasm during activities. They giggle and say 'choo choo' as they play on a ride-on toy train. They show their delight when they successfully manoeuvre the train backwards and forwards following the childminder's clear instructions. Children enjoy counting out pieces of fruit and are beginning to learn the order of numbers 1 to 5. They squeal with delight and shout 'again!' as they deliberately topple a toy block tower that the childminder has built. Children learn the structure of the day's routines and activities, which successfully prepares them for the next stage in their learning, such as moving on to school.

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Behaviour, attitudes and establishing routines Expected standard

Generally, children behave well. The childminder has a clear knowledge about promoting positive behaviours. She knows how to support those children to help develop an understanding of what is expected of them, including listening to what others have to say and looking after the toys that are being played with. Any minor disagreements are dealt with sensitively and swiftly. Even very young children quickly learn that they must wait in turn to play with something and that not everything belongs to them.

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Behaviour, attitudes and establishing routines Expected standard

Parents provide extremely positive feedback about the impact that the childminder's positive influence has on their children. Children are learning how to behave kindly towards others, and the childminder makes appropriate adaptations in routines and expectations to accommodate the different ages and stages of children's development.

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Behaviour, attitudes and establishing routines Expected standard

Regular discussions with parents, including information about children's consistent attendance and punctuality, ensures that each child has the best support and opportunities for learning.

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Children's welfare and wellbeing Expected standard

The childminder works hard to develop close bonds with children. She is kind and respectful towards children, which has a positive influence on how they view themselves and others. The childminder gently approaches children to seek permission before changing a nappy and waits patiently for a response. She offers distractions to prevent children becoming upset.

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Children's welfare and wellbeing Expected standard

The childminder has a constant narrative with children, and she soothes and cuddles them to help them feel relaxed when they show signs of becoming tired or hungry. Children have safe open spaces to freely explore, which helps to support their physical development and helps with building their strength and coordination. The childminder provides toys and activities, such as puzzles that support muscle strength in the fingers.

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Children's welfare and wellbeing Expected standard

Children enjoy home-cooked nutritious meals that the childminder prepares for them. The diet that the childminder provides is healthy. Children are learning to understand about the importance of a healthy lifestyle, which includes diet, physical exercise and regular rest. The childminder is responsive to children's care needs and ensures that sleeping children are monitored and safe at all times.

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Curriculum and teaching Expected standard

The childminder regularly revisits her curriculum so that the children who attend her provision are suitably motivated to learn and challenged in their learning. This ensures that all children make progress from their starting points and look forward to attending the childminder's home. There is a clear focus on supporting children's communication and language, and the childminder finds ways to help stimulate children's speech. For example, the childminder asks children to make the sounds of the animals that appear on the side of the stacking blocks. She offers praise when children correctly say 'baaa' and 'quack' for the corresponding animals.

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Curriculum and teaching Expected standard

The childminder's interactions with children are typically very strong. She gives children plenty of time to respond during discussions and listens intently to what they have to say. This supports children's emerging conversational skills and helps them to feel valued about their contributions. The childminder uses every available opportunity to include counting activities during play, such as when children place one block in front of another. Children are beginning to learn what 'one more' or 'one less' means.

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Curriculum and teaching Expected standard

There is ample focus on supporting children's physical development as they take part in routine walks to play parks to run around in the fresh air or to take seeds to feed the wildlife at a nearby duck pond. The childminder's gentle and warm approach helps to meet children's emotional needs.

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Inclusion Expected standard

The childminder has a firm understanding and knowledge of how to support children who face barriers to their learning, such as those with special educational needs and/or disabilities. She knows how to access additional funding to help close the gaps in children's development and learning and support children effectively when they need additional help.

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Inclusion Expected standard

Reasonable adaptations and adjustments are made to accommodate children who are at different ages and stage of development and those children who have a different approach, such as preferring to play outside.

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Inclusion Expected standard

The childminder ensures that those children who speak English as an additional language have full access to her curriculum, and she has discussions with parents to identify if any adaptations are needed. She works hard alongside families to help tackle unwanted behaviours that result from a child feeling overwhelmed. The childminder finds effective strategies to help children to begin to regulate their feelings, and her gentle and patient demeanour positively supports this. She uses observation and assessment to help her to establish what children already know and can do. This approach ensures that next steps are appropriate and achievable and in the interests of children.

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Leadership and governance Expected standard

The childminder ensures that she keeps up to date with any changes to the early years foundation stage. When she identifies gaps in her knowledge, she seeks out the relevant training to further support her practice. Her focus on providing a high level of education and care means that she has the necessary skills to identify and act swiftly for those children with special educational needs and/or disabilities or children who face other barriers to their learning.

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Leadership and governance Expected standard

The childminder has forged positive relationships with parents and regularly includes them in their children's learning. Parents mention that the highly professional childminder provides an extremely nurturing environment that is strongly supporting their child's progress.

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Leadership and governance Expected standard

Since her last inspection, the childminder has completed the relevant training to help children keep safe in her home and when on outings. She has a detailed understanding of how to respond in an emergency and prevent accidents from occurring, such as the prevention of choking.

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Leadership and governance Expected standard

However, the childminder does not proactively establish partnerships with other settings that children attend to share information, such as about children's goals and current achievements. This does not fully support the continuity of care between settings.

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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 thrive in this welcoming home-from-home environment. The childminder has a passion for working with children, which is evident as she engages and plays alongside them. She ensures that she plans activities that are tailored to the children's interests, which helps them to be motivated in their learning and make progress from their starting points.

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

The childminder builds close professional relationships with families. She gathers important information, such as children's routines and existing knowledge. This supports her to precisely meet the individual care needs of all children and plan activities based on what children need to be learning next. She understands children's home lives and makes adaptations for their different ages and stage of development. Her curriculum has a focus on supporting children's emotional needs and communication and language skills. The childminder knows that children are unique and develop at different rates. She has a secure understanding of how to identify gaps in children's learning and respond accordingly, involving outside agencies if necessary.

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

Children are supported well to develop their independence. For example, very young children are encouraged to select what they would like to play with and tidy away when finished. They choose snacks and use cutlery to feed themselves.

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

Firm boundaries and routines provide children with a clear expectation of what is about to happen next. This supports their emotional health and ability to swiftly transition between activities. The childminder has adapted her policies to include information for parents on the importance of good attendance at the childminder's provision and the positive impact this has on children's learning and future outcomes.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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 build partnerships with other settings children attend to fully support children's continuity in their learning and development.

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About this inspection

The inspector spoke with the childminder and the children during the inspection. She gathered the written views of parents.

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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

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

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