Childminder

Childminder

Unique reference number (URN): 2797288 Registered with Ofsted: 21/01/2025 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 make steady progress from their starting points. They become confident communicators in relation to their age. Children enjoy copying the language that they are exposed to. For example, they join in with words from favourite stories, such as 'The Gruffalo'. Children copy tricky phrases that they hear, such as 'scrambled snake'.

p.2

Achievement Expected standard

Children are eager to become independent. They enjoy feeding themselves and help the childminder during nappy changes. For example, children communicate that they need to be changed and choose to stand and help during changing times. Children typically develop the skills needed for school. For instance, they show confidence around children and adults and express their interests, preferences and needs.

p.2

Achievement Expected standard

Young babies are developing their core strength in readiness for crawling and walking. They enjoy tummy time where they stretch out and lift their heads with confidence. Children are developing their grasp as they handle different toys throughout the day, building on their hand–eye coordination.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children manage their own feelings and behaviour very well. They know and understand the simple rules in place and follow them with ease. For example, the childminder plays familiar music. Children know that when they hear it, it is time to help tidy away the toys and resources. Children are kind and caring towards their peers. For instance, they are gentle around babies and enjoy helping the childminder during care routines, such as getting the nappies and wipes ready for her. Children enjoy sociable mealtimes where they sit at the table with friends to enjoy meals and snacks. They show positive table manners as they eat and chat about the food that they enjoy. Children get along well, and this contributes to the incredibly calm and relaxed atmosphere of the home. The childminder could build further on children's understanding of routines, such as through consistently encouraging children to wash their hands prior to eating.

p.2

Behaviour, attitudes and establishing routines Expected standard

Relationships between children, the childminder and her co-childminder are secure. Children show that they have warm and trusting relationships with familiar adults, and their regular attendance contributes to these close bonds. They throw their arms around them and enjoy snuggling in for story sessions. The childminder is working on building up children's confidence in new social situations. She invites an external provider to the home to deliver story and singing sessions weekly. Children show that they feel at ease and are confident to dance and sing during these sessions. They show a secure sense of belonging. Children happily venture off to explore and use the childminder as a secure base. They welcome visitors as they chat to them and make them pretend drinks.

p.2

Children's welfare and wellbeing Expected standard

Children are able to express their emotions from early on. The childminder is tuned in to children. She labels their feelings, helping them to begin to understand how they are feeling, such as happy or tired. The childminder engages children in exercise as they dance and move to music. She takes children on outings where they have opportunities to walk and get plenty of fresh air. Children access drinking water to stay hydrated during the day, and they enjoy a varied and healthy diet. However, the childminder needs to be more consistent in promoting children's hygiene routines. For example, she does not consistently encourage children to wash their hands before eating. This impacts children's understanding of developing healthy habits.

p.2

Children's welfare and wellbeing Expected standard

Children's care routines are individualised. The attentive childminder recognises when children may be tired or hungry. She adapts the routine to ensure that children's needs are met. The childminder communicates with parents and carers daily to ensure that she is kept up to date with children's care at home. Children share warm and trusting bonds with the childminder. They enjoy their time, and even new children are settled.

p.3

Children's welfare and wellbeing Expected standard

The childminder ensures that children's safety is prioritised. She provides constant supervision and ensures that the home is safe. The childminder implements her policies and procedures to protect children's welfare. For example, she ensures that children are protected from any risks that pets in the home may pose.

p.3

Curriculum and teaching Expected standard

The childminder understands what children need to learn next. For example, as children are developing their language skills, she talks slowly to children and uses correct pronunciation to allow children to hear words correctly. The childminder provides many opportunities for children to develop their communication and language skills. For example, she reads picture books and familiar stories to children. The childminder sings with children to allow them to hear regular and familiar songs and rhymes.

p.3

Curriculum and teaching Expected standard

The childminder realises the importance of babies developing their gross motor skills. She provides tummy time for younger babies during music sessions. The childminder uses colourful scarves to encourage babies to reach forward. She blows bubbles so that older children use their hands to catch and pop them. This helps them to develop their coordination.

p.3

Curriculum and teaching Expected standard

Children's personal, social and emotional development is prioritised. It is clear from interactions that the childminder values children's confidence and self-esteem as a starting point for their learning. The childminder provides warm interactions that she knows children enjoy. For instance, she uses children's interests, such as vehicles or familiar characters, to introduce play ideas that ignite children's imagination. The childminder uses these techniques to ensure that children maintain concentration and develop joy in their play and learning. The childminder could strengthen her curriculum and teaching further through gathering even more information about children's learning and experiences at home, in order for her to complement them and build on learning.

p.3

Curriculum and teaching Expected standard

The childminder introduces very early mathematics to children as they play. For example, she counts as children play with toys. The childminder models colours and some language of size, such as 'small cup'. She understands how to sequence her curriculum for mathematics as children develop and grow.

p.3

Inclusion Expected standard

The childminder has a sound understanding of child development. This helps her to assess children's learning accurately from the very beginning. When children first start, the childminder encourages parents to complete an 'all about me' document that gathers information about their children's care routines and prior skills and knowledge. This helps her to make initial assessments and to identify any gaps in children's learning early on. That said, the childminder is less successful in gathering ongoing information from parents to strengthen her assessments of children's development even further.

p.4

Inclusion Expected standard

The childminder recognises how to make adaptations to her curriculum for children. For example, in the past, she has supported children who have needed extra support to access the curriculum. In addition, the childminder has past training and experience that would help her to provide early intervention for children that may need it. The childminder understands the importance of partnership working with external agencies. For example, she recognises that when children have their progress check when they are aged between 2 and 3 years, she aims for this to be completed in partnership with children's health visitors. The childminder does not currently have any children that attend who are eligible for additional funding. She does recognise how this funding would be used to benefit children, if she does access it in the future.

p.4

Leadership and governance Expected standard

The childminder has a clear vision for future improvements. She works closely with her co- childminder to create plans that will benefit children. For example, the childminder is currently working on the environment and making exciting changes and adaptations. The childminder recognises her strengths and areas for improvement. For example, she prides herself on developing trusting relationships with parents and carers. She provides them with communication about their children's experiences and gathers information about care routines. However, the childminder does not consistently gather information from parents about their children's learning from home. This does not consistently help her to maintain a greater understanding of children's overall experiences.

p.4

Leadership and governance Expected standard

The childminder holds an early years qualification and demonstrates a sound understanding of child development. She attends mandatory training and reads regular updates. This helps her to understand children's learning and plan for their next steps. The childminder builds on her experience gradually and has plans for more professional development opportunities.

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 thrive in the childminder's care. They arrive eager and settle quickly. The childminder has created a family feel to the setting. She prides herself on offering a home- from-home environment. Children enjoy socialising with others. They play together harmoniously and their behaviour is excellent. Children become deeply engrossed in imaginary play. They show kindness towards each other. Children cooperate as they share and take turns with figures and other imaginary play resources.

p.5

About this setting

Unique reference number (URN): 2797288 Children enjoy their learning. They enjoy copying and learning new language modelled by the childminder. They share books and join in with songs, rhymes and dancing. Children develop confidence in their own abilities. They enjoy drawing pictures and are proud of the marks that they make. Children are confident to join in with dancing along to music. They jump, move their bodies to the beat and pop bubbles as they giggle and smile.

p.6

About this setting

Children make typical progress from their starting points. They begin to develop the skills needed for school. For example, they develop confidence in speaking and listening and are willing to join in with new experiences. Children enjoy many outings around the local area. They engage in group sessions at local playgroups and visit libraries and parks regularly. Children show a secure sense of belonging at the setting. They confidently choose their own resources and lead their own play. The transitions during routines are seamless.

p.6

About this setting

Children attend on a regular basis. The childminder liaises with parents and carers to ensure that they communicate any absences. She shares the importance of being punctual. This helps the childminder to plan the weekly routine, including outings, to ensure that all children can attend and benefit from the variety of experiences on offer.

p.6

Next steps

The childminder should implement consistent hygiene procedures, such as encouraging children's regular handwashing routines. The childminder should continue to build on positive relationships with parents and carers to enable her to gather even more information relating to children's experiences and learning at home.

p.6

About this inspection

The inspector spoke with the childminder, children, parents and carers 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,Friday : 08:00 - 17:30

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