Childminder

Childminder

Unique reference number (URN): 132451 Registered with Ofsted: 23/10/1998 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

Children transition into the childminder's home smoothly because the childminder follows their familiar routines and specific interests, which helps them feel safe and comfortable.

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Achievement Expected standard

Children build on what they already know and can do, making secure progress across all areas of their development from their individual starting points. They develop early mathematical skills through playful, hands-on activities and practise mark making through regular, purposeful opportunities that prepare them for later writing.

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Achievement Expected standard

Through routine outings in the community, children develop curiosity and broaden their understanding of the world around them. While children make secure progress, not all opportunities to extend learning through everyday interactions are yet consistently maximised, which limits the depth of progress some children could make.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is kind and caring. She provides a welcoming and nurturing environment for all children and models respect through her interactions with them. Children approach the childminder readily for comfort and reassurance. They feel happy, settled and safe.

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Behaviour, attitudes and establishing routines Expected standard

The childminder considers the individual requirements of children, including those with special educational needs and/or disabilities. She works closely with families to establish children's routines and communicates with them regularly about children's wellbeing, adjusting her day to support their needs. This ensures children settle easily into the day and are ready to participate in the day's activities, eager to learn. The childminder should now focus on maximising the opportunities during routine activities for consistency in their learning. Positive relationships with families encourage regular attendance, enabling children to access continuous learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the many triggers that affect children's emotions, such as when they struggle to share her attention with others. She supports children to regulate their behaviour in a sensitive way and helps them to express their feelings through playful activities. She involves them in the care routines of other children to teach them kindness and consideration towards them. The childminder encourages turn-taking and sharing of toys and praises children readily through the day. Children learn simple boundaries through the childminder's consistent approach to positive behaviour.

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Children's welfare and wellbeing Expected standard

The childminder's thoughtful and caring disposition supports children to form secure attachments with her. She offers each child a tailored and graduated approach to help them transition to her home. She works in partnership with parents and carers to maintain children's familiar routines. Babies and younger children form secure attachments. The childminder is attentive to their changing needs and responds promptly when they need comfort or reassurance. The childminder is an advocate for adopting healthy lifestyles. She teaches children the benefits of eating nutritious foods and exercising to keep healthy. She takes them out daily for fresh air and to experience the natural world around them to support their wellbeing. Although the childminder does not currently provide snacks and meals, she shares information with families from the training she attends about healthy foods and oral health, and encourages parents to provide balanced meals in their children's packed lunch.

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Children's welfare and wellbeing Expected standard

Mealtimes are happy and relaxed, promoting social skills.

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Children's welfare and wellbeing Expected standard

The childminder nurtures children to develop self-confidence and self-help skills. Children are promptly toilet trained, hold beakers and cutlery to feed themselves independently, and learn to put on coats and shoes. Children are happy and settled here and progress well in their all-round development. The childminder should now focus on offering consistent opportunities during everyday routines to maximise their learning.

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Curriculum and teaching Expected standard

The childminder has sound knowledge of how children develop and has a clear focus on what she wants them to learn. She prioritises children's development of communication and language skills and models this throughout the daily routine. Children eagerly engage in back-and-forth conversation from an early age. On occasion, the childminder is not wholly tuned in to children's attempts to communicate and therefore does not always extend children's language skills to enhance their learning.

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Curriculum and teaching Expected standard

The childminder organises her playroom well. She prudently limits the toys she has out, so babies have the opportunity to practise their acquired walking skills. Toddlers comfortably move around to discover the range of toys from accessible containers, exploring them with curiosity.

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Curriculum and teaching Expected standard

The childminder considers children's specific interests to target their learning. For example, she uses music and movement to enhance children's vocabulary and self-confidence. She attends specific playgroups in the local area with a view to extend her provision. For instance, she takes advantage of the larger hall spaces to support children's gross motor skills and astutely stands back to monitor their play. She provides them autonomy to resolve minor conflicts and form friendships with their peers. Children acquire resilience and become confident learners.

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Inclusion Expected standard

The childminder gets to know each child very well. She often makes home visits to familiarise herself with children's home-life experiences and routines to provide them consistent support when they transition to her home. She draws on children's specific interests to encourage further learning, and at each stage, sets appropriate goals for their continued development.

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Inclusion Expected standard

The childminder understands the context of her local community and the challenges some children may face. While she learns key phrases from parents to support children's acquisition of English, she is not yet consistently using opportunities for quality interactions for all children, including those with special educational needs and/or disabilities or those who may face barriers. The childminder works closely with parents and carers to identify and assess children's specific requirements and monitors their development closely. She engages with local authority coordinators and other professionals to ensure timely interventions are put in place when needed. Although the childminder does not currently receive early years pupil premium funding, she ensures she has the necessary information in place to share with families to support their needs.

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Leadership and governance Expected standard

The childminder is aware of her statutory duties to keep children safe and to offer them high- quality education for lifelong learning. She liaises with the local authority coordinators for guidance, support and professional development opportunities and networks with other childminders to share good practice. However, at present, the childminder does not have strong enough understanding of where she could develop her practice to strengthen her self-evaluation further to improve outcomes for children.

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Leadership and governance Expected standard

The childminder is alert to issues that could impact on children's safety and wellbeing. Her policies and procedures act in their best interests. The childminder teaches children about road safety and stranger danger and helps them to understand how to keep themselves safe. She maintains positive relationships with older children and reminds them of the risks posed through digital platforms.

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Leadership and governance Expected standard

The childminder learns about children's unique cultures and home lives and helps them to appreciate the similarities and differences of people around them. Through her routine interactions, she teaches children to be kind, caring and respectful to each other. She is a positive role model for children.

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Leadership and governance Expected standard

The childminder establishes close working relationships with the families she cares for. Parents comment on the regular communication they receive and the guidance she offers for their continued learning at home. They praise her warm and affectionate attitude.

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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 when they come into the childminder's home. She creates a welcoming, relaxed and nurturing environment for them. The childminder keeps her playroom safe and free from obstructions. Children are content as they busily engage in exploring the toys set out for them and curiously venture into the other areas of the home to search for items that intrigue them. The childminder is patient, enabling children to explore without hindrance. She gives them time to practise skills and persevere at their chosen tasks, and she offers timely support before they feel overwhelmed.

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

Children are settled and familiar with their usual routines. The childminder communicates regularly with parents and adapts her day as necessary to support children's wellbeing. Children benefit from the books and activities they access at the local library and playgroups, which they regularly attend with the childminder. They develop confidence as they learn familiar songs and take part in dance sessions. Children develop friendships with their peers and foster respect for each other's similarities and differences.

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

The childminder supports each child to develop a healthy lifestyle. Children begin to understand the benefits of eating fruits and vegetables and taking physical exercise.

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

The childminder has a clear plan for what she intends children to learn at each stage of their development. She encourages independence from an early age. She tunes in to their individual capabilities and supports them to manage simple routines, such as feeding themselves and becoming toilet trained. Children with special educational needs and/or disabilities receive tailored support. The childminder helps children to regulate their feelings and supports them in expressing their emotions. They learn to share and take turns.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

The childminder sets clear boundaries and models positive behaviour. She praises and celebrates children's achievements, which builds their self-esteem. Children make steady progress in their learning.

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Next steps

The childminder should enhance children's communication skills further, by utilising opportunities during everyday routines for quality interactions. The childminder should strengthen the processes of self-evaluation for consistent focus on improvement in practice.

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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. 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. 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 .

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Urgent improvement

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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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