Childminder

Childminder

Unique reference number (URN): 2714130 Registered with Ofsted: 29/09/2023 Registers: EYR

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 has built up amazing relationships with all the families of children in her care. Daily routines are well established and simple to follow. Children respond confidently to clear, age-appropriate instructions, such as washing their own hands before mealtimes. Children behave well and show respect for the resources and the childminder. Children follow the daily routines well. The childminder has clear boundaries and rules, and children demonstrate excellent manners. For example, they listen carefully, follow the childminder's instructions and thank her for food at mealtimes.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children enthusiastically help to tidy away toys and resources in the correct box before moving on to the next activity. These opportunities help children build independence and learn to care for their environment. Children are kind and respectful to each other and have built secure friendships. The childminder consistently offers praise to reinforce their behaviour and is a highly positive role model.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has fantastic partnerships with parents and other professionals. Children have excellent attendance. Parents speak highly of the childminder's kind and caring nature. They say the setting is small and always very calm, and the childminder keeps the children motivated by encouraging their independence and helping them to thrive.

p.2

Children's welfare and wellbeing Strong standard

The childminder promotes children's welfare and wellbeing extremely well. She knows each child well and adapts care practices to meet their individual needs. Children develop their independence skills and are beginning to understand how to keep themselves healthy. For example, they learn how to make healthy food choices and feed themselves independently and understand the importance of brushing their teeth. Children are offered a range of healthy snacks and lunches each day. The childminder discusses the food groups and what keeps our bodies healthy. For example, the childminder explains about the protein in fish.

p.2

Children's welfare and wellbeing Strong standard

The childminder supports children's understanding of healthy lifestyles and physical development through daily movement and outdoor play. For example, children jump together and have a cycling race on bikes, which supports their physical development, skills and fitness. The children giggle and laugh when entering the setting and are happy and settled. Children form secure attachments with the childminder, which supports their emotional wellbeing extremely well. For example, children who are unsettled on arrival enjoy quality time and nurturing cuddles with the childminder, reading stories while sitting on her lap. The childminder supports children expertly well in positively promoting healthy choices and physical activity to support children's physical health and resilience.

p.2

Achievement Expected standard

Children make good progress from their individual starting points, developing confidence, independence and communication skills through a range of meaningful and engaging experiences. For example, children confidently explore problem-solving tasks, such as working out which shaped blocks and how many can balance before the tower falls over. Children quickly develop their communication and language skills and learn to be independent. For example, they confidently find and put on their own coats and hats.

p.3

Achievement Expected standard

The children help prepare their lunch with the childminder and demonstrate confidence at feeding themselves during mealtimes. Children listen attentively during songs and stories and join in singing with confidence. Children who speak English as an additional language are supported effectively and make progress in developing their understanding and use of English. All children make good progress from their starting points and are prepared for their next stage of learning. While most children make good progress, overall, some children do not yet consistently benefit from group activities that are fully matched to their individual age and stage of development, which reduces opportunities to extend their learning further. Children learn to make choices and are suitably prepared to become confident and independent learners.

p.3

Curriculum and teaching Expected standard

The childminder is passionate in her role. She assesses children's capabilities when they join the setting. The childminder obtains information on children's interests through observations and gains the views of parents to help her continue to improve and enhance her provision. Children have positive attitudes to learning. They benefit from a broad and balanced curriculum, which is designed to build on what children know and can do while taking account of their interests. However, the childminder does not always adapt her teaching practice to support the individual skills and capabilities of all children, especially younger children during group activities. These are occasionally pitched too high for some children. This does not consistently help all children to achieve the best possible learning outcomes.

p.3

Curriculum and teaching Expected standard

Children develop a real love of books. They happily sit down and listen intently to stories. The childminder reads books with great expression, and children are excited to see what might be on the next page. Children point out pictures they like and confidently repeat familiar phrases. They learn new vocabulary and understand that print carries meaning. The childminder weaves mathematical concepts throughout children's play. Children make simple calculations, such as working out the total when one more is added. For example, children use shape bricks to build towers, counting how many they can add before the tower falls. This helps to develop children's sense of number and shape.

p.3

Inclusion Expected standard

The childminder has a positive attitude to inclusion and is confident in the steps she would take to support children with special educational needs and/or disabilities. She understands the importance of working closely with parents and carers and external professionals to achieve the best possible outcomes for all children. The childminder completes the required written progress check when children are between the ages of 2 and 3 years. She shares this information with parents and external professionals. This means that any potential delays in children's development are highlighted early and effective strategies put into place to close any gaps in their learning.

p.3

Inclusion Expected standard

The childminder teaches children about differences and similarities. She enriches children's learning by promoting cultural awareness through meaningful, hands-on experiences that connect them with their local community and the wider world. For example, the childminder sings songs in the children's home language. They explore different cultures and traditions in fun, meaningful ways that build social awareness and curiosity. They are confident individuals who have a deep understanding of the diverse community they belong to. While the childminder identifies and responds to children's individual needs effectively, group activities are not yet consistently adapted to meet the age and stage of all children. This means some children do not always fully benefit from these experiences.

p.4

Leadership and governance Expected standard

The childminder reflects on her practice well. She is clear on her strengths and targets her priorities for improvement to ensure the best possible outcomes and experiences for children. For example, she plans to develop her knowledge of other languages to raise her teaching practice even further. The childminder and any assistants she works with work very well together as a team, and the childminder provides ongoing support to enhance practice. The childminder shares updates to policies and the curriculum with any assistants to ensure a consistent approach. She encourages them to pursue further training to keep their knowledge up to date. While the childminder reflects well on her practice and identifies priorities for improvement, her work to embed these across the provision is at an early stage, and the impact on children's outcomes is not yet fully evident.

p.4

Leadership and governance Expected standard

Partnerships with parents are effective. The childminder shares clear information about children's learning through daily conversations and termly newsletters. This helps parents understand what their children are learning and how they can support this at home. Parents speak highly of the childminder and value the positive impact she has on their children. They comment that their children have developed in confidence and independence skills since starting. The childminder's leadership creates a culture of high expectations, continuous improvement and effective partnership working.

p.4

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

Children's laughter fills the air in this calm and welcoming setting. The children are very happy and comfortable with the kind and caring childminder. The childminder gives high priority to children's personal, social and emotional wellbeing. For example, children climb on her lap for a cuddle when unsettled on arrival or want a story. She provides plenty of love and cuddles, and the children have very secure bonds with her as her nurturing and calm nature helps them feel safe. Children play happily together and are extremely confident and keen to take part in activities. They form caring relationships with their friends. For example, children take turns and enjoy racing on their bikes as they fill the air with laughter. The childminder supports children to achieve consistently while having fun.

p.5

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

The childminder models good manners, respect and consideration for others. She teaches children positive behaviours, such as turn taking and sharing, that help them to understand and consider the needs of others. The childminder has clear embedded routines and boundaries, considering children's ages and stages of development excellently to support children to know what is expected of them. She encourages children to keep trying when at first they do not succeed. For example, when children cannot put on their coat or zip it up, the childminder supports them with helpful hints and tips until they achieve their goal. This builds children's resilience and self-confidence. The childminder considers children's individual starting points and collects information from parents about their child's home routines. This allows the childminder to plan effectively for what children need to learn next, based on their existing knowledge and skills.

p.5

Next steps

The childminder should ensure that group activities meet the needs of all children and are suited for their individual age and stage of development.

p.5

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.5

About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

p.5

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.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Sunday : 09:00 - 15:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.6

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.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.7

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.7

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.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.7