Childminder

Childminder

Unique reference number (URN): 2649703 Registered with Ofsted: 27/01/2022 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 make progress from their starting points and learn the skills they need to prepare them for school. They learn to communicate confidently and effectively. The calm and nurturing environment created by the childminder helps those children who are shy and less confident when they first start to gain confidence. Children develop confidence in communication and increasingly express their needs clearly. This encourages them to join in with conversations and express their needs. Children learn new language, which they practise during their play. Children benefit from daily opportunities to learn outdoors, where they develop their physical skills, including coordination and control, through activities such as running, jumping and exploring sand. They engage positively in these experiences and show increasing confidence in their abilities.

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Achievement Expected standard

Children interact well with one another and begin to develop appropriate social skills, such as sharing and cooperating. They are motivated to take part in activities and demonstrate a positive attitude towards their learning. This includes children with special educational needs and/or disabilities who learn the social skills needed to develop friendships with their peers. Parents joyfully comment on the progress their children have made and how the childminder has helped children gain confidence and develop their language skills.

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Behaviour, attitudes and establishing routines Expected standard

Children follow routines well. It is clear these are familiar to them. They confidently tidy toys away and wash their hands before sitting down for lunch. The childminder reminds children of rules and encourages them to use their manners throughout the day. For example, they say 'excuse me' when they need to move past their friends and adults.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes warm and affectionate relationships with children that help them feel emotionally secure. Children develop the skills and confidence required to explore the environment confidently. They are keen to join in and motivated to learn new skills. They have regular opportunities to make their own choices and develop independence in their thinking. Through carefully selected games and activities children learn to cooperate and solve problems as a group. They encourage one another to persevere and resolve difficulties they encounter with support from the childminder.

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Behaviour, attitudes and establishing routines Expected standard

When reminded of behaviour expectations, children respond positively to the childminder. The childminder addresses children calmly and with an understanding nature. She helps children who struggle with their emotional regulation to follow the same expectations as others. However, there are times when the childminder does not fully enforce these expectations, so children do not develop a secure understanding of what they need to do. This practice is not consistent with the approach of her co-childminder and can result in children receiving mixed messages. Nevertheless, children get along well and show empathy and understanding towards one another.

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Children's welfare and wellbeing Expected standard

The childminder develops warm and trusting relationships with the children. She responds to their needs and understands when they need comfort from her. Children who struggle with managing their emotions are supported well and are given extra time to follow the routines. The childminder and other children act as positive role models, demonstrating what is expected of them at mealtimes. The childminder responds to children's needs in the moment and is flexible with daily routines to ensure that their needs are met.

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Children's welfare and wellbeing Expected standard

Children follow good hygiene procedures. They follow handwashing practices competently before and after eating. The childminder helps children understand how to keep themselves healthy. They have healthy meals and are taught how to keep themselves safe indoors and out. For example, they are taught to stay away from areas outdoors that are unsafe for them. However, the childminder's indoor risk assessment procedures are not always implemented as effectively. For example, there are times when household members leave keys in the front door, which children can then access. This is not typical practice, and the childminder immediately removes the keys from the door when she becomes aware of them. This reduces the immediate risk to children.

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Curriculum and teaching Expected standard

The childminder has worked hard since the last inspection to establish a sequenced curriculum that follows children through their stages of development. She understands what children need to learn next and plans accordingly. Children benefit from regular interactions with the childminder that help them develop their communication skills and learn new language. She reads familiar stories to children, which they clearly enjoy reading. This helps them to develop a love of books. She models language and asks questions when sharing stories with children. For example, she asks children to recall parts of the story. Children enthusiastically offer answers to her questions. The childminder thoughtfully weaves the teaching of mathematics into the activities she offers children. She supports their ordering of numbers and recognition of number symbols through questions she asks. However, the childminder does not always maximise opportunities to explore children's ideas further. For

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Curriculum and teaching Expected standard

example, when children talk about the models they have created, she provides a limited response. This sometimes restricts children from developing these ideas further and engaging in extended conversation.

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Curriculum and teaching Expected standard

The childminder enhances children's social skills. She helps them join in games together, helping them to follow instructions and take turns. She explains how the game is played and models what to do when it is their turn. This helps children develop their working memories, understand processes and focus on completing tasks.

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Inclusion Expected standard

The childminder has undertaken training since the last inspection to enhance her knowledge of how to support children with special educational needs and/or disabilities. She has made links with local authority advisers so that she can receive extra support in her practice and find out where to go for further guidance. She understands how to identify gaps in children's development and the importance of recording this information so that she can obtain the right support at the point it is needed. She monitors the impact of support and reviews her strategies to ensure that they lead to improved outcomes for all children. The childminder has undertaken emotion coaching training, which has developed her understanding of how to help children who struggle to regulate their emotions. This is helping her develop consistency in approaches with her co-childminder.

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Inclusion Expected standard

The childminder ensures that the activities she provides for children are suitable for all children who attend. She adopts a calm and understanding manner when communicating with children so that they feel comfortable as they engage in play with others. The childminder understands children's individual needs and allows them time to settle into activities using toys that are familiar to them. She develops good relationships with parents so that children experience consistency of care. The childminder is developing her understanding of how to use any additional funding to support disadvantaged children and reduce barriers to their learning.

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Leadership and governance Expected standard

The childminder has taken steps to enhance her knowledge and understanding since the last inspection. She has completed relevant training and begun to apply what she has learned in her practice. This has led to improvements in the learning experiences offered to children. For example, the childminder has recently completed training that has improved her understanding of how to support children with special educational needs and/or disabilities. Consequently, she has adapted her practice so that all children have full access to the learning opportunities on offer. She reflects on her provision and is developing her ability to identify strengths and areas for improvement. The childminder works with her co- childminder to review practice and promote a more consistent approach. However, this is not yet fully embedded, and some inconsistencies remain in how expectations are implemented.

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Leadership and governance Expected standard

The childminder has established positive relationships with parents and communicates regularly to support children's learning and care. Parents speak highly of the childminder, commenting that their children enjoy attending and are making suitable progress.

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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 develops close relationships with children from the moment they start attending. New children settle quickly and demonstrate that they feel comfortable and secure in her home. The well-designed play space is welcoming and calm, which helps children feel relaxed. Children quickly develop friendships with one another and immediately develop a sense of belonging. The childminder gets to know children and understands their individuality. She knows their interests and incorporates them into the thoughtful learning opportunities she offers. Children enjoy interacting with the childminder and join in play with her.

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

The childminder incorporates opportunities for children to talk and develop their language throughout the day. She shares stories and talks to children about models they make with play dough. Children respond well to the childminder and discuss their creations confidently. Children who face barriers to their learning receive extra support from the childminder and her co-childminder. They encourage these children to join in activities by adapting their teaching approaches, providing regular reminders of their expected behaviour during play.

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

The childminder has worked hard since the last inspection to enhance her knowledge and skills. She has engaged with local authority advisers and has dedicated her time to improving her understanding of how children learn and the responsibilities she holds as a professional childcare provider. This is evident in her interactions with children. The

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About this setting

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

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About this setting

Local authority: Sandwell childminder provides opportunities for children to develop their confidence and independence in readiness for their next stage of learning.

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Next steps

The childminder should monitor and review risk assessments more consistently. The childminder should implement behaviour expectations consistently across the setting. The childminder should help children extend their knowledge and skills even further by responding to their ideas and giving them opportunities to explore them further.

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About this inspection

The inspector spoke with childminder and children 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 inspection

The inspector spoke with leaders and parents during the inspection.

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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. 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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