Childminder

Childminder

Unique reference number (URN): EY235076 Registered with Ofsted: 05/08/2002 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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Children's welfare and wellbeing Strong standard

The childminder understands every child's individual needs, including those of disadvantaged children, children with special educational needs and/or disabilities, those known (or previously known) to children's social care, and those facing barriers to learning or wellbeing. She works closely with parents, such as when supporting toilet training. Parents note quick progress due to her expertise and understanding of when children are ready. Children are confident to communicate their toileting needs to adults and independently wash their hands afterwards.

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Children's welfare and wellbeing Strong standard

Children benefit from secure and nurturing relationships. Staff gently encourage them to try new foods and celebrate achievements with plenty of praise. As a result, children consistently make their own healthy choices and decisions, such as enthusiastically picking from a range of healthy snacks, including fruit. Routines such as sleeping, feeding and weaning mirror home routines, helping them feel settled and secure. Transition processes are tailored for new children, developing trusting relationships with families.

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Children's welfare and wellbeing Strong standard

Children learn about personal safety, such as sitting at the table while eating and understanding why this keeps them safe. Staff guide children on the safe use of digital technology, such as iPads. The childminder adapts procedures to address the age range of children in her care. She discusses online safety with parents. Oral health is promoted in ways that will spark the children's interest. The childminder engages the children by discussing the colours of their toothbrushes, before moving on to a discussion about why cleaning teeth is important. Children develop the big and small muscles in their arms and hands. The childminder supports babies to hold their spoon to successfully feed themselves.

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Children's welfare and wellbeing Strong standard

Children are supported to recognise, express and manage their emotions, developing a secure sense of emotional wellbeing. Staff respond quickly to any challenges, encouraging problem-solving and resilience.

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Achievement Expected standard

Children make typical progress across the curriculum, particularly in communication and language. Children develop a love of stories and books. They listen intently at story time, joining in with animal sounds and key phrases. Well-resourced story sacks are freely available, enabling children to independently access and share stories with their friends. Children are typically prepared for their next stage of learning, including school. However, interactions with babies and younger children do not consistently help them extend and build on their developing skills and interests.

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Achievement Expected standard

The achievement of disadvantaged children, those with special educational needs and/or disabilities, those known (or previously known) to children's social care, and those facing other barriers to learning and wellbeing, is typical from their starting points. They develop their speaking skills through their interests, such as naming dinosaurs. Children benefit from a wide range of experiences, including visits to museums and farms. They also benefit from a large, safe outdoor space where they can develop physical skills and enjoy being outside in all weathers.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive behaviour and attitudes to learning. Expectations are clear and consistent, with simple reminders such as 'kind hands and feet' helping children to understand boundaries. Relationships between the childminder and children are kind, caring and nurturing. The environment feels safe and welcoming, and parents report that their children often do not want to leave at the end of a busy, fun day.

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Behaviour, attitudes and establishing routines Expected standard

Children collaborate well and get along with one another. They play cooperatively and chat confidently, enabling each other time to speak. A culture of kindness, care and respect is evident throughout the setting. The childminder has a positive impact on children's confidence and attitudes to learning. She is encouraging and supportive, motivating children to have a go and try new experiences.

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Behaviour, attitudes and establishing routines Expected standard

Routines are thoughtfully adapted to children's ages, stages and individual circumstances. The childminder recognises when babies are ready to nap and seamlessly adapts the day around these needs. She speaks with parents each morning about children's home routine experiences to ensure care is responsive and nurturing. The childminder promotes the importance of punctuality and attendance. However, she needs to further address barriers to attendance to help all children establish positive routines in preparation for school.

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Curriculum and teaching Expected standard

The childminder organises her curriculum based on children's needs, experiences and stages of development. She uses her knowledge of the children to make informed decisions about improvements in her setting and professional development. For example, she has made links with a local farm that offers specialist sessions for children with additional needs. The curriculum builds on children's knowledge and skills across all areas of learning. Assessment addresses gaps in learning and informs planning and next steps. However, the childminder's teaching and interactions are not consistent, particularly for younger children and babies, which can result in less sustained engagement and fewer learning opportunities.

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Curriculum and teaching Expected standard

Children's language development is prioritised. Staff ask open-ended questions to extend vocabulary and communication. Regular library visits and story sessions encourage a love of books. Children join in with story time enthusiastically, using puppets and joining in with repeated phrases, such as 'Goodbye, little mouse!'

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Curriculum and teaching Expected standard

Mathematical vocabulary is modelled by staff, such as through exploring 'big' and 'small' dinosaurs and understanding the meaning of 'more' at snack time. Supporting children's physical development is a strength of the childminder. She has developed a soft-play den, where children and babies climb, jump and balance, taking age appropriate risks. Personal, social and emotional development is effective. Mealtimes are sociable and calm, with the childminder modelling good manners. Children form positive relationships with each other and the kind, nurturing staff.

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Inclusion Expected standard

The childminder knows the children and their family circumstances well. She and her staff build positive, trusting relationships with parents and children. Parents describe the childminder as 'always going that extra mile' in her support of children's individual needs. She typically reduces barriers to learning and wellbeing through reasonable adjustments and inclusive practice. For example, the childminder is aware of children's preferences on their arrival each morning. Parents are signposted to other professionals to help support their children at home, such as sleep clinics. The childminder monitors children's progress and reviews the impact of support with families. Individual tracking systems are adapted for children with special educational needs and/or disabilities, informed by regular assessments from knowledgeable staff. The childminder makes referrals when appropriate to ensure children's individual needs are identified and assessed. However, the childminder is not

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Inclusion Expected standard

consistent in swiftly addressing barriers to attendance, which can limit some children's full access to the curriculum.

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Inclusion Expected standard

Staff have received training on the graduated approach. This approach is used daily through regular observations, which inform the planning for children's next steps. Newer staff grow in confidence through the childminder's guidance. The childminder understands how early years pupil premium funding should be used to support disadvantaged children. She has experience of working with vulnerable families and external agencies to keep children known (or previously known) to children's social care safe. This includes hosting multi- agency meetings for looked-after children.

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Leadership and governance Expected standard

The childminder is proud of her setting's strengths, including children's behaviour, kindness and consideration for others. The childminder models effective social skills, and children are confident welcoming new people to the setting. The childminder is committed to ongoing improvement. She has plans to make changes and adaptations to the setting to be further inclusive of children with special educational needs and/or disabilities and those who are disadvantaged. For example, the installation of a heated floor would provide comfort for non- mobile children.

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Leadership and governance Expected standard

Staff are well supported by the childminder through weekly check-ins, and workloads are managed effectively. The childminder places importance on the professional development of all staff. Staff work collaboratively as a team, prioritising children's safety and wellbeing. Staff members with expertise in communication and language bring extensive knowledge and experience, seeking external expertise to ensure they are adapting procedures to meet individual children's needs.

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Leadership and governance Expected standard

Engagement with parents and professionals is thoughtful and positive, supporting children's education and care. The childminder considers individual needs and is sensitive to home circumstances. Parents note that the childminder takes the time to listen and support, not just the children, but the family as a whole. However, the childminder needs to ensure consistent engagement with parents to overcome attendance barriers. This will support all children to access their full entitlement to the curriculum and prepare families for their transition to school.

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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 enjoy learning and are nurtured to make progress from their different starting points, including those who are disadvantaged, have special educational needs and/or disabilities, are known (or previously known) to social care, or face other barriers to learning and/or wellbeing. For example, children are offered paint pens instead of brushes to meet sensory requirements. They develop positive attitudes to learning and confidently explore activities, such as adding scents to slime and using fine motor skills to mix colours. Children are typically well prepared for their next steps, for example progressing from cups with lids and handles to beakers. They are encouraged to be independent. They self-register each morning and access their personalised compartments for comfort items.

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

Children feel safe, welcomed and valued. They enjoy learning and playing together. At snack time, they compare choices, saying, 'I have a strawberry yoghurt too!' The day is organised to include all children, particularly those who require additional support. Children build strong relationships with staff. Staff are gentle, calm and nurturing. Babies are included at mealtimes. Care routines are flexible, so children can sleep when needed. Children seek staff for cuddles. They learn to take turns and play together. Adults model these skills carefully. Families are welcomed and encouraged to contribute. Parents report that their children are 'supported to treat others with kindness and respect' in this home-from-home setting.

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

Children thrive at the setting, supported by clear systems that keep them safe. This enables all children to flourish, regardless of their background or individual needs. Staff know the children very well and understand how to support their welfare effectively. The childminder typically promotes the importance of attendance and punctuality to families. Each child's uniqueness is valued, and parents praise the 'little changes' staff make to help their children feel happy and settled, such as waiting for them to knock on the door when they arrive in the morning. Children are supported to develop as confident, independent individuals.

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Next steps

The childminder should work effectively with parents to support children's attendance, enabling them to access their full curriculum entitlement, establish positive routines and be well prepared for school. The childminder should develop her teaching and interactions, particularly with babies and younger children, so that they consistently support children to remain engaged and build on their learning.

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About this inspection

The inspector spoke with the childminder, staff, children and parents 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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

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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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