Childminder

Childminder

Unique reference number (URN): 2743378 Registered with Ofsted: 14/09/2023 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

Behaviour, attitudes and establishing routines Strong standard

The childminder is an incredibly positive role model. She supports all children to fully understand the expectations of their behaviour. Children behave impeccably and show high levels of maturity. For example, children remind each other of the rules and gently tell each other to 'remember to make good choices'. Children engage in activities for extended periods of time and persist in activities that challenge them until they complete them and show high pride in their achievements. This is demonstrated when children sit and enjoy challenging puzzles, and they try with resilience and persistence. Children have consistently high attitudes towards their behaviour and play harmoniously together.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder establishes highly positive relationships with children. There are warm and caring interactions, and children enjoy seeking her out for hugs, telling her how much they like being with her.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder monitors children's attendance and ensures she follows up any unexplained absences.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder teaches children about other people's similarities and differences from around the world, including traditions. For instance, she talks to children about other religions, such as Islam and Judaism. Together, they learn about festivals, such as Australia Day, where children learn about Australian native birds, such as the kookaburra.

p.2

Achievement Expected standard

The childminder has a clear understanding of her curriculum and evaluates daily what has worked well and what to develop further. Overall, the childminder has high expectations of children. However, at times, she does not consistently encourage children to complete tasks more independently, such as preparing their art materials and writing their name on their artwork.

p.2

Achievement Expected standard

The childminder develops a successful curriculum for children. Therefore, all children make progress in relation to their starting points. This includes children who are being closely monitored and well supported for any delay in their development.

p.2

Achievement Expected standard

Children gain skills to support their next stage of learning. For instance, children recognise words during story times and count with confidence as they play. Children follow routines and know what is expected of them, such as knowing that it is helpful to tidy up one resource if they are finished before getting out another.

p.2

Children's welfare and wellbeing Expected standard

The childminder has successfully created an environment where children feel safe and secure. They enjoy their time with the childminder and are happy and confident. The childminder has established an effective key-person system, which supports all children to have a sense of belonging and positive levels of wellbeing and self-esteem. The childminder plans learning experiences and provides engaging resources that she knows children will enjoy, such as role-play equipment to build on their imagination.

p.3

Children's welfare and wellbeing Expected standard

All children know the importance of following thorough health and hygiene routines. This includes handwashing before meals or after they lovingly stroke the family dog, Willow. Children talk about the importance of washing away germs during handwashing, and they discuss the benefits of teeth brushing in oral health activities.

p.3

Children's welfare and wellbeing Expected standard

The childminder supports children to manage their emotions in safe and appropriate ways. This includes by using books and activities where different feelings are discussed and validated.

p.3

Curriculum and teaching Expected standard

The childminder has a clear knowledge and understanding of her chosen curriculum that she has effectively implemented. This includes all areas of learning in her practice, such as the use of mathematical language as children play.

p.3

Curriculum and teaching Expected standard

Overall, the childminder is successful in supporting children to develop their communication and language skills. For example, children enjoy a vast range of books and songs. During positive interactions, the childminder introduces new words for children to add to their vocabulary, such as envisioned. The childminder should provide children with more time to think and then answer the thought-provoking questions she asks them to strengthen their already vast communication skills even further. The childminder should ensure she consistently supports children to attempt and complete tasks they are capable of with more independence.

p.3

Curriculum and teaching Expected standard

The childminder supports children to develop their physical skills. Children develop their fine motor skills and hand–eye coordination skills as they complete challenging puzzles. Children safely develop their large physical skills as they climb and balance as they build obstacles using appropriate equipment.

p.3

Curriculum and teaching Expected standard

Children are confident to express their emotions safely and appropriately, and they listen and respect each other as they play and hold conversations with each other.

p.3

Inclusion Expected standard

The childminder knows children well and carries out regular assessments. This enables her to identify any potential needs of children and provide additional support. For example, the childminder carries out training on how to support children with a possibility of communication and language delay. As a result, she implements beneficial strategies into her routine, such as using visual prompts to show clearly what is happening next. The childminder simplifies, extends and adapts activities to meet the needs and learning preferences of children. This helps her to keep children interested in their learning. The childminder reduces barriers for all children and supports them to settle quickly.

p.3

Inclusion Expected standard

The childminder successfully builds and maintains positive partnerships with other early years professionals involved in children's learning. This includes sharing achievements and next steps with staff at other settings that children also attend. The childminder supports children through a positive and consistent approach to their shared care and learning.

p.4

Inclusion Expected standard

The childminder is proactive in keeping up to date and building on her skills. She completes training specifically to meet the needs of children who attend the setting. This includes fully understanding the development of children's brains and how they learn. As a result, the childminder plans activities that are appropriate to individual children depending on their age and stages of development.

p.4

Leadership and governance Expected standard

The childminder is evaluative and reflective. She reviews her practice daily and has high expectations of herself to provide the best she can for children who attend. The childminder works closely with another childminder. She carries out regular discussions with them, and they observe each other's practice and interaction with children. They share helpful ideas and feedback, and this supports the childminder to learn ways to continue to develop her skills and practice.

p.4

Leadership and governance Expected standard

The childminder knows each individual child and their starting points. This enables her to fully understand what children already know and how she can support them to meet new goals and achievements. Children flourish in the individualised care and learning opportunities the childminder provides to each of them.

p.4

Leadership and governance Expected standard

The childminder successfully establishes positive partnerships with parents. She keeps them fully informed about their children's day, achievements and next steps in learning. The childminder shares ideas and tips to support parents, such as the importance of healthy eating and knowing how to prepare food safely. Parents speak highly of the childminder and compliment the warm, loving home environment, stating it is perfect and nurturing.

p.4

Leadership and governance Expected standard

The childminder is proactive in completing regular and beneficial training to keep her skills current and build on her knowledge. For example, the childminder has recently learned about children's brain development. This has supported her to be able to plan more effectively and individually for children.

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

All children are confident, settled and happy in the safe and inviting setting. The childminder has high expectations of children and plans a variety of engaging and challenging learning opportunities that she knows they will enjoy. This is demonstrated when the childminder builds on children's knowledge of the weather. They go on to talk about how rain is created and make an umbrella during an art activity. The childminder knows children well. This includes understanding what makes them unique. Children have a positive attitude towards their learning and make progress in relation to their starting points.

p.5

About this setting

Unique reference number (URN): 2743378 Children gain new skills to support their future learning and help prepare them for their eventual move to school. For example, the childminder supports children to discuss shape and space as they engage in completing challenging puzzles.

p.6

About this setting

Children's attendance is closely monitored, and the childminder swiftly follows up with parents about any unplanned absences. The childminder shares the benefits of regular attendance with parents. Children have an opportunity to learn consistently and prepare them for the expectations of school.

p.6

About this setting

The childminder is reflective and communicates with parents, children and her co- childminder to evaluate current practice and highlight any areas she can continue to develop. The childminder adapts activities and experiences to ensure all children can participate in them and enjoy as they learn.

p.6

About this setting

Children form positive relationships with each other and develop social skills. They support and encourage each other and play harmoniously together. They share and take turns with patience and high levels of maturity.

p.6

Next steps

The childminder should ensure she consistently supports children to attempt and complete tasks they are capable of with more independence. The childminder should provide children with more time to think and then answer the thought-provoking questions she asks them to strengthen their already vast communication skills even further.

p.6

About this inspection

The inspector spoke with the childminder 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 : 07:30 - 18:30

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