Childminder

Childminder

Unique reference number (URN): 2732745 Registered with Ofsted: 01/06/2023 Registers: EYR, CCR

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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

All children achieve well and make steady progress from their starting points. Children enjoy appropriate learning opportunities based on their interests and the skills they are working on developing. Due to weaknesses in some aspects of practice, children do not yet make even more rapid progress in their achievements and are not always able to extend their learning further.

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Achievement Expected standard

Children successfully communicate with those around them. Children who speak English as an additional language engage well in gentle and responsive conversations that take place throughout the day. Children who face barriers to their learning respond positively, repeating words back to the childminder as they play. Children who are not yet communicating verbally benefit from strategies, such as simple sign language, to enable them to communicate their needs.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between the childminder and children are warm and responsive. The childminder has a calming influence on children. They clearly have deep bonds, with children turning to her for comfort and reassurance without hesitation. The childminder explains to parents and carers about the importance of punctuality and their children attending regularly. This has a positive impact on children's learning and development, and it has resulted in effective routines that children clearly understand. For instance, younger children move towards the stairs after lunch, as they know it will be nap time.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well, and the childminder gently encourages them to treat the resources with respect. She explains in age-appropriate ways why this is important. Children help with tasks, such as tidying up at the end of activities. Learning opportunities focus on building children's collaborative play. The childminder adapts her interactions to support this effectively for all children. She thoughtfully considers the opportunities she plans to enable children to build on sharing and turn-taking skills. Thanks to the childminder's clear expectations, children develop the ability to concentrate on what they are doing. However, the childminder sometimes interrupts this and moves children on to the next part of the routine while they are deeply engaged. Overall, children achieve successful outcomes in their learning and development.

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Children's welfare and wellbeing Expected standard

The childminder has clearly embedded procedures to meet children's needs. She creates a safe and welcoming space, where children form warm and trusting relationships with her. Interactions are positive and nurturing. Children learn about the importance of eating a healthy diet, and the childminder uses mealtimes to foster a sense of community and belonging. Children develop their social skills and manners, carefully modelled and promoted by the childminder. If children become upset, the childminder gently reassures them, naming their emotions to help them understand how they are feeling. The childminder reminds children of the importance of following the rules in place. She uses age-appropriate explanations to help children understand how to keep themselves safe. For instance, as they eat, the childminder reminds them to wait until they have finished their mouthful before taking another bite. Children follow the routine, as this is truly embedded at

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Children's welfare and wellbeing Expected standard

the childminder's setting. They know what happens next and anticipate key parts of the day, such as snack time and nap time.

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Children's welfare and wellbeing Expected standard

Hygiene practices are completely embedded, and the childminder adapts the support she offers to match children's ages and individual abilities. Children carefully climb up steps to the sink and join in with the washing-hands song. They help with tasks, such as cleaning their high-chair trays when they have finished eating. This promotes the childminder's high expectations and values to all children.

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Curriculum and teaching Expected standard

The childminder has worked diligently since her last inspection to develop her understanding of how young children learn. She is now regularly observing their progress and identifying next steps. However, this process is not yet fully embedded to support children to make even more progress.

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Curriculum and teaching Expected standard

The childminder uses her deep knowledge of children to provide a tailored curriculum, focused around children securing the skills they need to move on to the next stage of their education successfully. She provides appropriate teaching to children, building on their skills and allowing children time to practise before moving on. Children demonstrate high levels of engagement for their age. They are happy and feel secure in their surroundings. The childminder's interactions are generally purposeful and adapted to each child's needs. Occasionally, the childminder interrupts children's learning when they are deeply engaged to move on to the next part of the daily routine. This does not fully support children to excel to the best of their abilities.

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Curriculum and teaching Expected standard

All children learn to communicate well. Younger children begin to repeat words back to the childminder in context. This is thanks to the childminder introducing relevant language throughout learning opportunities. Children gain early counting skills through repetition at relevant times, such as counting peas on their plate at lunchtime. There is a real focus on physical skills, with children building the small muscles in their hands successfully.

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Inclusion Expected standard

The childminder provides an inclusive and homely environment that children enjoy. Children learn about different cultures with the childminder, gaining language skills in English and Spanish. The childminder recognises the importance of developing children's English language skills, sensitively acknowledging what they say when they speak in another language. She repeats what they have said back to them in English so that they can make connections between the different languages they speak.

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Inclusion Expected standard

The childminder has rapidly developed her ability to support children who have emerging special educational needs and/or disabilities or face barriers to their learning. She has accessed a range of training to support children's speech and language development. The childminder is working with other professionals and signposting parents and carers to additional services to help children access the support they require. This is having a positive impact on children's learning and development.

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Inclusion Expected standard

Overall, children make secure progress. The childminder is now regularly observing children's learning and is beginning to use these observations to inform children's next steps. However, this is not yet fully established, and she is not using her observations effectively enough to support children to make even more rapid progress. The childminder is in the early stages of developing professional relationships with other settings that children attend. This needs further work to establish clear 2-way communication to benefit all children who attend her setting.

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Leadership and governance Expected standard

The childminder has developed her knowledge and understanding of how young children learn since the last inspection. She recognises the impact that English not being her first language has on her practice, continually working hard to develop her skills. This provides children with effective support in their language and communication development. The work she has undertaken has helped her to raise the standards of her teaching.

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Leadership and governance Expected standard

Since her last inspection, the childminder has reduced the number of children she cares for. She sees the benefit this has on her ability to meet children's needs and the positive impact on the space available for children. She keeps accurate records of children's attendance. The childminder actively promotes punctuality with parents and carers so that children can benefit from their time with her. She has a realistic oversight of her provision and has plans to continue to improve what she offers.

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Leadership and governance Expected standard

The childminder is child focused and wants all children to succeed. She has introduced new systems to support her assessment of children's progress, and these are still being embedded. Parents appreciate the advice and support the childminder provides and feel valued. They are comfortable holding discussions with her regarding what is best for their children. Initial relationships have been established with staff at other settings children attend, but a 2-way flow of information-sharing to benefit children is not yet in place.

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

All children benefit from the significant improvements that the childminder has made since her last inspection. They progress well through the curriculum, which is tailored to meet the individual needs of the children who attend. Work to support children with special educational needs and/or disabilities is having a positive impact on their progress. The childminder has an accurate overview of what children already know and can do. Children enjoy the learning experiences on offer, which are carefully matched to children's interests. This supports all children to be ready for the next stage in their education.

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

Children's progress and development are more carefully monitored than at the last inspection. The childminder uses information she gathers from parents and carers to help inform her planning. As a result, children enjoy their learning. They become independent in choosing their learning opportunities from the range on offer. The childminder supports children to become independent in managing their own needs. For instance, she supports younger children, and those who face barriers to their learning, to feed themselves.

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

Children develop positive relationships with those around them. If children struggle with interactions, the childminder uses appropriate strategies to support them. She recognises the importance of children being able to manage their own feelings and emotions. Children learn about other cultures while they predominantly develop English language skills. They also learn vocabulary in other languages relevant to them. This helps them to learn about, and celebrate, the differences of those around them.

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

The childminder's professional relationships with parents have a positive impact on children. She recognises the importance of children attending and shares this information with parents. Open discussions take place regularly. This helps to swiftly address any concerns regarding children's development.

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Next steps

The childminder should continue to use observations of children's learning to identify highly focused next steps to support children to make even more rapid progress in their achievement. The childminder should minimise interruptions to children's learning when they are clearly engaged in learning opportunities to help them excel in their learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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Age range of children at the time of inspection

The childminder should build effective partnerships with other settings that children attend to provide consistent support to children who attend multiple settings.

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About this inspection

The inspector spoke with the childminder, parents and carers and children during the inspection and reviewed written feedback from parents.

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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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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

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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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