Childminder

Childminder

Unique reference number (URN): 2746697 Registered with Ofsted: 18/09/2023 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 make steady and sustained progress in their learning and development from their individual starting points. They benefit from a learning environment that supports them and challenges them to build their knowledge, skills and understanding over time, particularly in their social interactions and communication. For example, children play happily alongside their friends. They sing along to well-known nursery rhymes. As a result, all children, including those who may face barriers to their learning, gain the knowledge and confidence they need to succeed.

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Achievement Expected standard

Children are confident, curious and independent learners. Early identification of children's emerging needs and close partnership work with parents ensure that children are well prepared for the next stage in their learning. For example, children develop foundations for their communication, independence and personal, social and emotional skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a positive environment based on kindness, trust and respect. Well-established routines and expectations of behaviour help children feel safe and develop awareness of right and wrong. The childminder provides gentle reminders to children about sharing and taking turns. She usually relates this to the children's emotions and how others may feel. This helps children identify how they are feeling and promotes self-regulation. In addition, effective communication with parents enables the childminder to adapt the activities to meet the children's diverse needs.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes children's attendance as she recognises the positive impact this has on their learning. The childminder provides a supportive setting where children are motivated to explore their ideas and work through challenges independently. For instance, they enjoy designing and building houses for the animals. Children are encouraged to explore and to participate in activities with enthusiasm. They develop a keen sense of belief in their abilities and readily invite the childminder to join their play.

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Children's welfare and wellbeing Expected standard

The childminder has a holistic approach to meeting children's individual welfare and wellbeing needs. She has built strong, positive relationships with parents to support children's development and enable them to flourish. The childminder is alert to changes in children's personal circumstances and responds sensitively, offering appropriate support.

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Children's welfare and wellbeing Expected standard

Clear policies and procedures form the foundation of the childminder's practice and help promote children's good health and wellbeing. Effective hygiene routines are firmly embedded with daily routines. For example, children are taught how to wash their hands correctly and the reasons for doing so. Children are supported in managing personal care tasks, such as blowing their nose. Overall, children develop an understanding of how to support their health and wellbeing. The childminder promotes the importance of healthy lifestyles. She talks to children about nutritious meals and the positive impact exercise can have on their wellbeing. Mealtimes are relaxed social occasions. Older children are encouraged to use a knife and fork. Babies learn how to feed themselves. High levels of praise and encouragement foster children's confidence and self-esteem. Overall, children learn the skills that they need to succeed.

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Curriculum and teaching Expected standard

The childminder demonstrates a secure understanding of the early years foundation stage and how children learn and develop. She constructs a curriculum based on children's needs and interests. Children are provided with a wide range of learning opportunities that stimulate their thirst for learning. However, the curriculum is not always carefully sequenced to identify the next steps in children's learning. Overall, children make steady and sustained progress. The childminder places a strong emphasis on supporting children's emerging language skills. She usually models descriptive language during play and daily routines and frequently shares stories and rhymes with children. She uses repetition to reinforce new language and asks open-ended questions, usually giving children time to think and respond. This helps children develop confidence in their speaking and listening skills.

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Curriculum and teaching Expected standard

Mathematics is generally woven into everyday activities. Songs, such as '5 little ducks', introduce children to numbers. Children begin to use mathematical language, such as 'big' and 'small', to describe objects. As a result, they develop an understanding of mathematical concepts. Children's personal, social and emotional development is prioritised. The childminder ensures that children feel safe and settled. Children enjoy attending many groups in the local community where they can develop their confidence in different social situations.

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Inclusion Expected standard

The childminder provides an inclusive environment where all children can thrive. Children are celebrated as individuals, and their voices are heard. Typically, activities are adapted to meet children's ages and stages of development. The childminder has experience of caring for children with special educational needs and/or disabilities (SEND). She is aware of the importance of working in partnership with parents and other professionals to ensure that children receive the necessary support. Currently, no children are in receipt of funding for SEND. However, the childminder demonstrates an awareness of how this would be used to help reduce the barriers they face in their learning.

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Inclusion Expected standard

The childminder is aware that there may be other barriers to children's learning. She regularly monitors children's progress and shares this information with the parents. As a result, any emerging concerns are quickly identified and addressed. Consequently, all children make steady and sustained progress.

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Leadership and governance Expected standard

The childminder has clear oversight of the care, support and education provided to children. She is knowledgeable about her statutory duties. Including the importance of collaborating with other professionals and agencies to support children and their families. The childminder works in partnership with parents to ensure that her practice remains current and children receive the best education and care. However, the childminder has not identified some gaps in the sequencing of the curriculum to consistently support children's next steps. Nevertheless, all children continue to make steady and sustained progress.

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Leadership and governance Expected standard

The childminder values her professional development and uses her knowledge to enhance her practice. Parents feel valued. They speak positively about the childminder's commitment to their children, and they value the regular communication, guidance and support provided. The childminder provides a lending library to support children's love of reading at home. This promotes children's ongoing learning effectively.

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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 provides a warm and welcoming environment in which children grow and develop. She builds positive relationships with children that help them feel safe and secure in her care. This enables children to engage in the learning opportunities and experiences provided. For example, children and babies approach the childminder for cuddles when they feel tired or unsure. Well-established routines help children, including babies, settle quickly.

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

The childminder has appropriate expectations for children's behaviour. She uses kind words to help them understand why something may not be appropriate. The childminder is a positive role model who consistently demonstrates to children how to be kind to one another, take turns and share the resources. Consequently, children develop a sense of right and wrong. The childminder provides an inclusive environment where children's individuality is recognised and celebrated. Special events, such as Eid, are acknowledged and celebrated throughout the year. This helps children learn about their community and different cultures and beliefs.

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

Children are encouraged to be as independent as possible. Babies and children are encouraged to help tidy away resources and prepare their snacks. These simple tasks help all children, including those with special educational needs and/or disabilities, develop the skills and confidence to move on to their next stage of learning.

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Next steps

The childminder should strengthen the curriculum to consistently identify the next steps for children to build on what they already know and can do.

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About this inspection

The inspector spoke with the childminder, children and considered parents written views of the setting.

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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 : 08:00 - 18:00

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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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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

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 .

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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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