Hogg, Darren

Hogg, Darren

Unique reference number (URN): 2749856 Address: 111 THE ROWANS, CAMBRIDGE, CB24 6YZ Type: Childminder Registered with Ofsted: 24/10/2023 Registers: EYR, CCR, VCR Registered person: Hogg, Darren

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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

All children gain the skills and knowledge they need to support the next stage in their education. They gain confidence to talk about their ideas and thoughts, using words that they learn as they chat with the childminder. Children thoroughly enjoy looking at books, reading stories and singing songs and rhymes. They remember words and phrases from stories they hear frequently. This helps them to build their vocabulary and understanding of the words they learn, although this is still developing. Children confidently count items and identify shapes and colours they see in the environment. They gleefully speculate which toy animal will move down a slide the fastest as they explore speed and motion. Children with special educational needs and/or disabilities make steady progress from their starting points. Children use a variety of implements that help to build coordination as they chip at ice to free frozen toys and cut fruit to make kebabs. They gain increasing physical control as

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Achievement Expected standard

they walk and run outside, balance on low-level beams, and follow instructions for dance and yoga.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a welcoming, nurturing family environment where children can feel safe and secure. He is kind and approachable. Children form positive bonds with the childminder. They are confident to seek reassurance when needed. Children know what to expect because the childminder provides clear and consistent guidance that is sensitively adapted to support children with special educational needs and/or disabilities. He acts as a positive role model, using polite language and showing children how to share and take turns. The childminder gives calm but timely reminders to children when they are needed, such as how to sit on chairs safely. He provides clear explanations that help children understand why they should not take things from each other. This also teaches children how to ask to have a turn and builds the foundations for them to learn to collaborate and build peer friendships. However, some younger children do not show consistently positive

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Behaviour, attitudes and establishing routines Expected standard

attitudes to learning, such as when they lose focus during some group activities.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from regular and punctual attendance that helps them to learn and make progress. The childminder builds on the positive and professional relationships with parents to explain the importance of regular attendance. Parental feedback acknowledges this as a contributory factor to the progress their children make and their positive attitudes to learning.

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Children's welfare and wellbeing Expected standard

The childminder has established familiar routines with children to help ensure that their care needs are met sensitively and promptly. Children show through their body language and interactions that they have developed a secure bond with the childminder. They respond positively to him and show that they are gaining secure levels of self-esteem. The childminder shows respect for children, typically seeking their consent to help them with their hygiene needs. He encourages children to do things for themselves, such as wiping their nose. However, sometimes he does not wash his hands or remind children to wash their hands after doing so. On occasion, this means that children return to shared activities, such as water and ice play with their peers, that could increase the risks of cross-infection. The childminder works closely with parents to understand children's individual needs for sleeping and food preparation. He is committed to ensuring all children, especially those

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Children's welfare and wellbeing Expected standard

who face barriers to learning and/or their wellbeing, receive the care they deserve to help them build a positive sense of self and to be confident. The childminder helps all children to understand their feelings and to build resilience to keep trying if their endeavours are not always successful.

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Curriculum and teaching Expected standard

The childminder has established a clear curriculum that is focused on helping children gain the skills and knowledge they need to support the next stage in their education. There is a focus on building secure professional relationships with children so that they feel safe and develop a sense of belonging. The childminder builds on the secure bonds with children to engage them in learning through their interests and the experiences he introduces, adapting them to meet the needs of children with special educational needs and/or disabilities (SEND). The childminder reads stories with great enthusiasm, which truly captures children's attention. He uses some Makaton signs as he reads to support children with SEND. The childminder understands that building a love of books in children also helps them to gain understanding and supports them in their communication and language development. The childminder purposely and naturally weaves mathematical ideas and

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Curriculum and teaching Expected standard

language throughout activities and daily routines. However, he is not always ambitious to broaden the words he introduces. For example, children recall the names of different Arctic animals they learn about in a story. The childminder has not considered how to broaden children's understanding and use of words such as 'habitat' and 'environment' as they explore the book together.

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Curriculum and teaching Expected standard

The childminder ensures children have daily opportunities to be physically active to gain control of their body movements, including balance and small-muscle movements. However, sometimes the childminder expects younger children to sit for very long periods to listen to stories and sing songs. He notices when children lose interest and attention but does not always act on this to adapt the activity to reflect young children's need to be active.

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Inclusion Expected standard

The childminder reviews and assesses children's individual needs and progress in learning over time. This helps to ensure that any emerging gaps in children's development are identified promptly. The childminder gathers information from parents to understand children's specific needs. This helps him to consider how to adapt and plan so that all children can access and participate in all aspects of the provision. At times, the childminder does not consistently tailor his teaching to consider the developmental stage of all children. This means children sometimes lose interest and focus. The childminder has enrolled to learn Makaton as he has identified that this will be beneficial to support communication and language for some children with special educational needs and/or disabilities (SEND). He ensures that parents access any additional funding their child may be entitled to. The childminder reviews the impact of how the funds are used for the child in receipt of such

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Inclusion Expected standard

monies to ensure they are used effectively. For example, he reviews the impact of training he has attended to support children with SEND. The childminder gathers information from parents and other professionals to tailor his approach to support children with SEND.

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Leadership and governance Expected standard

The childminder works collaboratively with his co-childminder. Together they have established well-practised routines that ensure children's needs are met. The childminder reflects on his practice to identify what works well and where he can improve. The childminder has a realistic view of his strengths. He conducts research and seeks training to develop his knowledge further. He has enrolled on a course to learn Makaton to broaden his skills to support children's communication and language development. The childminder is prioritising this training, as he understands how it may support children who face barriers to learning. However, he has not yet considered how deepening his understanding of typical child development could help to improve his practice further, such as the specific needs of 2- year-old children. The childminder firmly holds the interests of all children at the centre of his practice. He ensures that children who face barriers to learning and/or their wellbeing have

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Leadership and governance Expected standard

equal opportunities to participate and develop a sense of belonging. He works closely with other professionals and parents to ensure he understands how to meet children's individual needs.

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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 well settled. They show that they feel safe and secure in the childminder's care. Children are relaxed and confident to play and talk. The childminder is enthusiastic in his work and successfully captures children's interest. This motivates children to listen and join in with adult-led activities as well as build independence in their chosen play. They show that they enjoy their time with the childminder and remember previous learning, such as the names of Arctic animals and that ice melts.

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

Children make appropriate progress from their starting points. The childminder is focused on helping children gain the knowledge and skills they need for the next stage in their education. He very naturally weaves mathematical language and number into everyday interactions. Children gain confidence to count, use numbers and gleefully explore speed and motion as they play. They share their explorations with their peers, giggling as they help each other to join in. All children gain a secure sense of belonging. Parental feedback echoes this and reflects how the childminder values their suggestions and ideas, particularly where children face barriers to learning and/or wellbeing. The childminder explains to parents the benefits for their children of consistent and regular attendance for their sustained progress in learning and development and their emotional wellbeing.

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

The childminder encourages children to do things for themselves and build their independence in play and self-care routines. Children learn how to use knives safely to cut fruit. They show resilience and keep trying to add watermelon to plastic skewers when they prepare their snack. The childminder takes children on regular outings into the local community. He plans carefully to consider the needs of all the children who attend so that all children benefit from the outings. Children learn how to take measured risks as they play on large equipment at the park.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

The childminder should explore how to help children gain a wider vocabulary. The childminder should focus professional development to enhance their understanding of child development further, particularly to support the individual needs of younger children. The childminder should extend ways to help children understand and manage their hygiene routines effectively.

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About this inspection

The inspector spoke with the childminder and his co-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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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. 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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