Childminder

Childminder

Unique reference number (URN): 2705676 Registered with Ofsted: 22/11/2022 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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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes strong partnerships with families. She provides settling-in sessions that help children to feel safe and secure and works closely with parents to gain a clear understanding of children's interests and abilities. This information, alongside her own observations, is used very well to plan the next steps in children's learning. The childminder develops secure attachments with children and promotes their emotional wellbeing through warm, nurturing interactions.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a very good role model. She sets clear routines and expectations and consistently praises positive behaviour. She supports children to play alongside one another, helping them to learn how to share and take turns. She has a calm and consistent approach and children's behaviour is very good.

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Behaviour, attitudes and establishing routines Strong standard

The childminder motivates children to take part in activities that are well planned and purposeful. Children are given ample time to explore resources and return to activities to deepen their learning. She places a strong emphasis on developing children's independence, encouraging them to try tasks for themselves while providing support when required. Children are engaged, confident and demonstrate a positive attitude towards learning.

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Children's welfare and wellbeing Strong standard

By working in partnership with parents when children first join the setting, the childminder gains a very good understanding of children's routines and care needs. She provides a warm and nurturing environment, which helps children to form secure attachments with her. Children are happy and settled in her care and confidently seek her out for comfort and reassurance.

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Children's welfare and wellbeing Strong standard

The childminder is highly responsive to children's individual needs and promptly identifies those who may require additional support. She works effectively with other professionals and closely monitors children's wellbeing. Her calm and friendly approach supports positive interactions, resulting in children who are content, confident and eager to engage in the activities provided.

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Children's welfare and wellbeing Strong standard

The childminder promotes good health and hygiene practices. She encourages children to wash their hands before meals and actively supports healthy eating. She shares healthy eating ideas with parents and talks to children about making healthy choices, helping them to develop an understanding of how to keep themselves healthy.

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Achievement Expected standard

Children make good progress across the prime areas of learning as a result of the purposeful activities the childminder plans and delivers. Consequently, they develop the essential skills needed for their next stage in learning.

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Achievement Expected standard

Children develop their language and communication skills through listening and joining in with stories and engaging in meaningful conversations. Children who are learning to talk use early signs to help communicate their needs. This inclusive approach supports all children, including those with special educational needs and/or disabilities, to make good progress.

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Achievement Expected standard

Children actively participate in a wide range of activities that support their physical development. They strengthen their small muscles through activities, such as using tweezers and scoops in the sand. Outdoors, they develop their balance and coordination as they ride bikes and use trampolines, building core strength. However, the childminder does not yet consistently join younger children in their play or narrate their actions, which means younger children are not yet having their learning deepened and extended.

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Curriculum and teaching Expected standard

The childminder demonstrates a good knowledge and understanding of child development. She plans a curriculum that builds effectively on what children already know and can do. She uses children's interests to identify and plan next steps in learning. She focuses appropriately on the prime areas of learning, with a particularly strong emphasis on communication and language.

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Curriculum and teaching Expected standard

The childminder provides many opportunities for children to develop their independence. Children are encouraged to try things for themselves and are praised for their achievements, which helps them to develop confidence and a sense of pride.

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Curriculum and teaching Expected standard

The childminder regularly shares stories with the children, creating warm and engaging story times, where children enjoy close interaction as they listen. The childminder also takes children to the local library, which further promotes a love of reading.

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Curriculum and teaching Expected standard

Children are offered a range of activities to strengthen their small muscles and develop hand-eye coordination. For example, they use small scoops and tweezers in the sand tray. However, on occasion, the childminder does not fully extend younger children's learning by joining in with their play and narrating their actions.

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Curriculum and teaching Expected standard

Children have daily access to outdoor play. They are able to run, climb and balance, which supports the development of their large muscles and promotes an active, healthy lifestyle.

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Curriculum and teaching Expected standard

The childminder skilfully weaves mathematical language into everyday activities. For example, she counts objects with the children and describes dinosaurs as 'bigger' or 'smaller'. She also counts the stomps children make, encouraging them to join in and develop their counting skills.

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Inclusion Expected standard

The childminder identifies any barriers to learning. She adapts her provision effectively to meet the individual needs of all children. This helps to ensure all children feel safe and included. She works closely with parents, who speak positively about the support she provides. For example, she has introduced early signing to help children communicate their needs more confidently. Recently, she completed Inclusion training online, which has further strengthened her knowledge and understanding of inclusive practice.

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Inclusion Expected standard

When a child shows a delay in their learning and development, the childminder carefully monitors their progress by planning targeted activities to support the child's individual needs. She regularly assesses the progress they make and evaluates whether the child is achieving expected developmental milestones, adapting her approach as necessary to ensure continued progress. The childminder makes appropriate and timely referrals and works in partnership with other professionals. This collaborative approach helps to ensure that all children, including those with special educational needs and/or disabilities, are fully supported and able to make good progress in their learning and development.

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Leadership and governance Expected standard

The childminder regularly reflects on the quality of her provision and takes effective steps to improve her practice. She keeps her knowledge up to date through ongoing online training and has recently completed 'Prevent' duty and inclusion training.

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Leadership and governance Expected standard

The childminder is able to identify the strengths of her provision and focuses on areas she would like to further develop. She has introduced the use of early signing to support children's emerging language and communication skills. Children are increasingly able to communicate their needs effectively. However, the childminder has not yet identified and addressed how to fully extend younger children's learning by joining in with their play and narrating their actions.

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Leadership and governance Expected standard

The childminder has a clear understanding of how to support children to make good progress across the 7 areas of learning and development. She builds positive partnerships with children and their families and shares advice with parents to help them extend children's learning at home.

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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

The childminder adopts a warm and friendly approach that helps children feel safe and secure. She provides a calm and welcoming environment in which children are confident to explore and learn. She is a positive role model and consistently embeds clear rules, routines and boundaries.

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

The childminder supports children's communication and language development very well and creates a language-rich environment. She introduces early signing to help children communicate their needs, ensuring they feel included and listened to. The childminder

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About this setting

Unique reference number (URN): 2705676 regularly shares stories with children, helping them to develop a love of books. Young children enjoy close interaction during story time, snuggling in and joining in with sounds and words, which further supports their language development.

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About this setting

The childminder provides activities that are based on children's interests and next steps in learning, building effectively on their experiences. For example, young children are introduced to new textures, such as sand. They use tweezers and tongs to scoop sand and natural materials, and use sticks creatively to make bird nests. These activities help children to develop their small-muscle strength.

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About this setting

Children develop a good understanding of the world around them. The childminder uses spontaneous opportunities to enhance children's learning. For example, when a pheasant visits the garden, she draws this to the children's attention. This excites their curiosity and prompts meaningful interactions and conversation.

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About this setting

The childminder regularly takes the children on outings to the local park and toddler groups, supporting their personal, social and emotional development as they meet new people and play alongside other children.

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Next steps

The childminder should further develop practice by consistently joining younger children in their play, narrating their actions, to help deepen their understanding of what they are doing to extend their learning.

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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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 18:00

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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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