Childminder

Childminder

Unique reference number (URN): 2746468 Registered with Ofsted: 08/09/2023 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

Achievement Expected standard

Children have developed a wide range of vocabulary. For example, while playing together, they ask their friends to join them in a 'conversation'. All children, including those with barriers to their learning, make secure progress from their starting points. For example, children who initially used single words are now able to form full sentences. This demonstrates children's growth in their language development.

p.2

Achievement Expected standard

Children in this setting are independent. They put their shoes and their bags in the appropriate box and confidently sign themselves in when they arrive. They have lots of opportunities to try things independently. For example, children try to open the lid from a jug and persevere when making their own wraps for lunch. This growing independence supports the children to be prepared for their next stage of development and for school.

p.2

Achievement Expected standard

Children are curious to explore their environment. They smile when they achieve a task, such as when they manage to build a big tower of blocks. They demonstrate they are full of happiness. This supports children's wellbeing as they take pride in their achievements.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder supports parents to understand the importance of attending the setting. She follows up any absences with parents promptly. This has a positive impact, and children attend the setting regularly. Children have good social skills. For example, they say 'hello' when they greet each other. When playing in the home corner, they pretend to make cups of tea for the childminder. Children remind her, 'not to drink it as it is very hot'. This shows children's positive interactions.

p.2

Behaviour, attitudes and establishing routines Expected standard

There are clear expectations of behaviour in the setting. Children are reminded to be kind to their friends, and the childminder quickly addresses any unkind behaviour. She uses strategies to support children. For example, children use sand timers to support their understanding of taking turns. The childminder establishes clear routines. The children understand these and respond well to them. They anticipate that it is snack time after tidying up and handwashing.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are praised for their 'good listening' and 'good tidying up' when they help to tidy up. The childminder collaborates with outside agencies to support children. She contacts the local authority to seek advice and support. For example, the childminder now offers more visual aids to children to support their understanding, communication and language development. Children know that they can confidently share any difficulties they may be facing with the childminder. For example, they tell her when another child will not give them a turn with the toy and explain to her how they feel. This shows the positive relationships that the children have with the childminder.

p.2

Children's welfare and wellbeing Expected standard

Children sing a 'handwashing' song while they wash their hands. The childminder talks about the importance of not spreading germs. Children understand this. They say 'my hands are dirty' before they go to the water station. Care practices and routines are tailored to meet children's individual needs. For example, some children use the toilet independently, while others are given time to sit on the toilet before having their nappy changed. This ensures that support is tailored to each child's developmental stage.

p.3

Children's welfare and wellbeing Expected standard

The childminder builds secure relationships with the children. These positive interactions support the children to feel safe in her care. Children enjoy including the childminder in their play and enjoy talking to her about their families. The childminder effectively explains emotions to children and supports them to learn the vocabulary they need to communicate how they feel. For example, when children feel a little bit sad, the childminder acknowledges how they feel, commenting, 'I can see you are sad.' She supports the children to regulate themselves and talks to them calmly afterwards. This has a positive impact on children's wellbeing as they are supported well to understand their feelings.

p.3

Children's welfare and wellbeing Expected standard

Children in this setting have lots of opportunities to develop their physical skills. They benefit from the sheltered outdoor area where they can explore sand play and mark-making on a large scale. This supports children to improve their physical skills as they practise using their large and small muscles. Children also visit local outdoor amenities, such as the beach. This supports children's emotional health as they spend time in large open spaces in the fresh air. Children prepare their own healthy lunches. Children are encouraged to make choices about what to eat first. For example, they eat bell peppers before the yoghurt. This shows children's positive social skills and good manners when they ask for more food.

p.3

Curriculum and teaching Expected standard

The childminder designs an ambitious curriculum for children. She skilfully supports children's language development. She says 'tell me more,' encouraging the children to articulate their thoughts and say more words. She ensures children have the time to think and respond. For example, when selecting a puppet from a rhyming bag, children are given time to recall and identify the associated song. However, on some occasions, the childminder's planning is not precisely matched to the children's developmental levels, which means that learning does not build consistently on what the children already know and can do.

p.3

Curriculum and teaching Expected standard

The childminder plans a range of experiences that support children's mathematical development. For example, children count out the plates and cups they need for mealtimes. They also use mathematical language such as 'it is empty' and 'it is gone' when they finish their drinks. This helps to foster their early enjoyment of mathematics.

p.3

Curriculum and teaching Expected standard

The childminder promotes a love of reading and literacy by regularly sharing books with the children over lunchtime. She also prioritises children's independence. For example, children can choose and explore books from an easily accessible box. The childminder also provides activities to support children's physical development. For example, children can move 'fast' and 'slow' in response to music during dancing activities. Children can also develop their small hand muscles by manipulating dough, which also offers the children an enjoyable sensory experience.

p.3

Inclusion Expected standard

The childminder ensures she knows all her children and their families well. As part of the settling-in period, children are invited to visit the setting over the weekend along with their parents. The childminder also visits their home. This supports children's smooth transition into the setting and helps her to develop secure parent partnerships from the outset.

p.4

Inclusion Expected standard

The childminder provides support for children to reduce any barriers to learning. She knows how to adapt her approach depending on the individual children's needs. For example, she provides visual aids to support children's understanding and communication. Moreover, the childminder implements sign language in the setting. Children copy the signs the childminder uses and then independently use them when saying the word. For example, children say and sign the word 'milk' while they drink milk during their morning snack. This inclusive approach supports all children's communication and language development.

p.4

Inclusion Expected standard

The childminder uses assessments to identify children's next steps and areas of development. She sends daily observations to parents to keep them informed. She also discusses areas for improvement with them. However, the information gathered during the assessments is not always used consistently to prioritise individual children's learning or interests. This means that progress and outcomes for children are not consistently maximised.

p.4

Leadership and governance Expected standard

The childminder has a big focus on connecting with the community. She highlights the importance of community engagement and tries to make links with local schools. This supports children to meet other children and have a range of community experiences. The childminder has a desire to improve her practice. She attends training to develop her practice. For example, she has completed professional development to support the children's speech and language development. This has enabled her to refine and improve her interactions with children. This has impacted the children's communication and language development positively. She has also recently attended training about recent changes to legislation. This professional development supports the smooth running of her setting.

p.4

Leadership and governance Expected standard

The childminder is ambitious for the children in the setting. She is proactive and seeks advice from relevant agencies to support her with her practice. This work supports the children's development and has built the childminder's confidence. The childminder has positive relationships with parents. Parents feel supported by the childminder as they feel informed about the children's activities and their assessments. They feel involved in their children's learning. Parents mention that the childminder creates a 'nurturing', 'caring' and 'empathetic' environment.

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

Children in the setting are cheerful and attend well. They happily sign themselves in each morning and make comments such as, 'I am here today.' Children have lots of opportunities to develop their independence skills. For example, they chop their own fruit at snack time and try to open their own jugs to pour their own drinks.

p.5

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

The childminder knows the children well. Children enjoy trips and experiences. For example, children visit the Safari Park to extend their interest in animals. Children comment 'it's my favourite book' as they read a book about safari animals. This has a positive impact on the children's literacy development. The childminder uses assessments to evaluate children's needs and to support them with their development. However, this can be improved to ensure consistency in identifying the children's unique next steps. This can limit some children's development and prevent them from reaching their full potential.

p.5

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

Children are confident and safe. They make comments about the marks they make on paper. For example, they talk about important people in their lives and take pride in their efforts. They make circles and add 'two eyes and a mouth' to represent their 'dad'. They make links between themselves and the people they are drawing. For example, children draw 'big teeth' for their parents and 'small teeth' for themselves. These activities support children to make sense of themselves and help them to identify and name similarities and differences.

p.6

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

Sustainability is a big strength of the setting. Children have lots of experiences to learn about how to care for their environment and understanding of their world they live in. They visit the tip and the recycling centre. They go to the beach for litter picking. The childminder regularly talks to children about food waste and teaches them the appropriate waste bag to use.

p.6

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

The experienced childminder creates a sense of community. She invites parents to join her in visiting a festival. She also organises events for children and their families, such as an Easter egg hunt. This supports parent partnerships. Children wave their hands while they sing the 'hello song'. The childminder plans activities focused on music and rhythm. Children happily pat their knees in time, and they smile and laugh while they interact with each other.

p.6

Next steps

The childminder should ensure that planning is more precisely matched to children's ages and stages of development so that they can build consistently on what they already know and can do. The childminder should ensure that assessment information is used consistently to identify next steps more promptly, enabling children to make strong and sustained progress through the curriculum.

p.6

About this inspection

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

p.6

About this inspection

We carried out the inspection under sections 49 and 50 of 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.6

About this setting

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

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.8

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.8

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