Childminder

Childminder

Unique reference number (URN): 2693488 Registered with Ofsted: 28/09/2022 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 clearly make progress from their starting points at the setting. They learn to be emotionally secure. Children develop an understanding of how to behave with their friends and learn how to take turns. They begin to understand the feelings of others and manage their own feelings appropriately. The childminder models and encourages cooperative play between children, helping them learn how to negotiate and resolve conflict. Children respond positively to one another and help each other during times of frustration. The childminder encourages children to use language to express how they feel and communicate their needs. This helps children develop the skills they need for later learning.

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Behaviour, attitudes and establishing routines Expected standard

The well-established routines are clearly familiar to children, and they confidently follow them. They competently wash their hands ready for lunch and understand what happens at each part of their day. The childminder is nearby to remind children of behavioural expectations, such as using their manners when they need to pass by someone or are requesting something. For children who face barriers to their learning, the childminder spends extra time embedding the rules of the setting. She calmly repeats instructions for children to help instil expectations. Children respond well to this approach and, as a result, eventually follow the same routine as others. Through well-established relationships, children demonstrate that they feel safe and secure with the childminder. They show contentment during their interactions with her and are comfortable in the environment. This helps them develop their self-confidence and supports them in building relationships with

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Behaviour, attitudes and establishing routines Expected standard

their peers. All children get along with one another despite their differences in age and stages of development. They play games together and support one another when they encounter difficulties.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm and friendly environment. She ensures that all children feel happy and develop a sense of belonging while attending the setting. The childminder and her co-childminder divide tasks effectively. This ensures that children's needs are met at all times. They have specific groups of key children so that they develop close and trusting relationships with individual children. The childminder understands the importance of developing strong attachments with children, and as a result, children feel confident and secure in the setting. Children are competent in taking care of their personal care needs. They are encouraged to develop their independence, which prepares them well for their eventual transition to school.

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Children's welfare and wellbeing Expected standard

Children have opportunities to be physically active. They enjoy their time outdoors, using the space to move around and release their energy. They are taught about keeping themselves safe and healthy, being encouraged to avoid areas of the outdoors that may pose an increased risk to them. However, aspects of the indoor risk assessments are not always as rigorous. Others who live in the home do not consistently adhere to some safety procedures the childminder has in place. For example, there are times when keys are left in the front door, which could be accessed by children. However, the childminder promptly resolves this issue, ensuring no effect on the children.

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Curriculum and teaching Expected standard

The childminder has worked hard since the last inspection to introduce and implement a sequenced curriculum. She understands how children build on their existing skills, and she has developed her teaching knowledge to help them make progress. She plans a wide range of learning experiences for children that help them develop a range of skills. For example, as children engage in creative activities, they practise their scissor skills, learn about patterns and identify shapes. The childminder competently incorporates opportunities for children to develop their language skills through her interactions with children. She asks children questions and describes what they are doing.

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Curriculum and teaching Expected standard

Children are keen to participate in the activities on offer and take interest in each other's creations. They are keen to show others what they have made and enjoy receiving praise for their efforts. This helps them to develop their social skills and sense of pride. They initiate conversation between themselves, using language confidently as they play. However, during adult-led activities, there are times when the childminder does not always maximise opportunities for children to develop their imagination and creativity as fully as possible. For example, when children suggest approaching the activity differently than it is planned, they are guided away from their suggestions and asked to continue it as planned. Additionally, some of the resources used in creative activities are quite restrictive and limit children's opportunities to fully embrace their individual creativity.

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Inclusion Expected standard

The childminder gets to know children well. She takes time to find out what they enjoy doing so that she can ensure they are fully included in the activities she plans. She observes children in their play and interactions with others and identifies where children may need further support from her. She works with local authority advisers to gain further advice and guidance about how she can support the children in her care. Since the last inspection, the childminder has engaged in training that has improved her knowledge of supporting children with special educational needs and/or disabilities. For example, she has undertaken training in emotion coaching. This has helped her support children in regulating their emotions more effectively. The childminder has implemented this training in her practice with children. When she notices children becoming frustrated, she responds to them calmly and with understanding. As a result, children are learning to manage their feelings better, which

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Inclusion Expected standard

consequently reduces the disruption to their learning. The childminder works closely with parents to share the strategies she uses in her setting. This helps to provide consistency for children.

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Leadership and governance Expected standard

Since the last inspection, the childminder has taken significant steps to enhance her knowledge and understanding. She is reflective and committed to enhancing the quality of her childminding practice. She has worked closely with local authority advisers to improve her understanding of the early years foundation stage. As a result, the childminder has implemented improved teaching and learning experiences for children. She understands her responsibilities to keep up to date with training. She works effectively with her co- childminder, incorporating challenge and change where needed. She has a good understanding of how to support her assistants to ensure that they have the necessary knowledge and understanding to follow and implement the setting's policies. The childminder recognises where she may need to enhance her knowledge even further and has developed links with other professionals to address this. She works closely with parents,

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Leadership and governance Expected standard

supporting their knowledge of how to further their children's development at home. This is reflected in the highly complimentary comments received from parents. The childminder is dedicated to the children and families she works with and is keen to continuously improve what she offers them.

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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

The childminder greets the children with warmth and affection. She shows deep interest in how they are feeling and asks how their previous evening has been. Children demonstrate that they have strong bonds with the childminder. They seek her out when they need support and show enjoyment as she joins in their play. From the moment children start attending, the childminder invests in their wellbeing and gets to know them well. She understands their uniqueness and is sensitive to their individual needs. Children who are new to the setting settle rapidly. The childminder plans thoughtfully designed activities that encourage children to form friendships. This helps those who are new to the setting to develop a sense of belonging and feel comfortable in their new surroundings. Children who face barriers to their learning are fully supported. The childminder ensures that she adapts her teaching methods so that all children are included.

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

The childminder has made significant improvements since the last inspection. She has dedicated her time to improving her knowledge and skills, ensuring that she has a thorough knowledge of the early years foundation stage requirements. The impact of this is evident in the quality of the learning experiences provided for children. The childminder has implemented a new curriculum that is sequenced and focuses on the skills that children need to learn so that they are prepared for the next stage in their learning.

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

Children learn to be confident and independent. The childminder assigns tasks for older children to complete. For example, she asks them to cut paper towels and refill the basket in preparation for younger children to use. Children develop a sense of purpose and responsibility while having the opportunity to practise some of the skills they already have. Children enjoy being together; they are respectful and kind to one another and quickly form friendships. They have opportunities through the day to spend time talking to one another and confidently ask questions of the childminder.

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Next steps

The childminder should ensure that policies and procedures are implemented rigorously to promote children's welfare and wellbeing. The childminder should support children in expressing their ideas and imaginations even further during adult-led activities.

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About this inspection

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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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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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12

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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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. 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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