Childminder

Childminder

Unique reference number (URN): 2748891 Registered with Ofsted: 21/09/2023 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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Behaviour, attitudes and establishing routines Strong standard

The childminder creates an environment that strongly promotes praise and encouragement, which helps build children's self-esteem. She routinely celebrates children's achievements and gives them ample time to persevere and succeed at tasks on their own. Children have extremely positive attitudes to their experiences in the setting. They are highly motivated to engage with all activities on offer, showing great focus and determination. The childminder offers children appropriate challenges, such as using a pincer grip to open small flaps in books, which they relish. Children beam with pride as they accept praise for their accomplishments.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has built warm and trusting relationships with the children. Children are keen to approach her, enjoying staying close and engaging in play alongside her. Babies quickly learn to become more independent in their explorations but feel safe to go to the childminder if they need reassurance or help. Young children enjoy playing alongside each other, and the childminder supports them superbly in sharing resources and thinking of each other. For example, young children hand babies matching musical instruments so they can play together.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is consistently clear in her expectations of the setting. This helps all children feel secure and behave consistently well because routines are embedded, predictable and carefully matched to their developmental needs. The childminder talks to parents about attendance and is flexible in her approach to support children to attend.

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Children's welfare and wellbeing Strong standard

The childminder places a strong emphasis on promoting children's emotional wellbeing. She creates a nurturing environment where children feel safe, valued and secure. The childminder works closely with parents to gather detailed information about children's routines, including sleep and feeding. For children who face barriers to learning, such as medical needs, the childminder is careful to ensure that she knows how to support them and keep them safe. This effective communication ensures continuity of care and supports children's emotional wellbeing during transitions.

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Children's welfare and wellbeing Strong standard

Children form very close and supportive attachments to the childminder. They are excited to come to her in the morning and feel able to thoroughly enjoy learning and exploring the well- resourced environment. Babies settle to sleep quickly, showing they feel safe and secure. The childminder reminds children of being safe, such as waiting for her to be close when they use steps to wash their hands. Children listen and respond immediately, showing they understand the importance of safety. They are keen to follow healthy habits and ask to wash their hands before food and after nappy changes. Children are offered various healthy choices at snack time, which they enjoy. They independently cut up their snacks with safety knives to minimise choking hazards. Children benefit from daily access to outdoor play, go on walks and enjoy attending local groups.

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Children's welfare and wellbeing Strong standard

The childminder focuses on helping children manage their emotions. If children struggle with separation, the childminder is highly effective at finding ways to calm them, such as by

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Expected standard

offering cuddles and finding their favourite toys. She instinctively knows when to offer reassurance and when to help children be more independent. This develops their confidence and resilience, which they need for future success.

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Achievement Expected standard

Typically, children achieve well at the setting. They all make progress from their starting points. Children develop secure communication skills. Babies are beginning to babble and point to say what they want. Young children are developing a range of sounds and simple words. They are exposed to a range of new vocabulary each day, which they are keen to repeat and proud to use. Children demonstrate they are becoming increasingly confident in their independence. Babies are consistently encouraged to develop their physical skills and are learning to independently move around the setting. Young children exhibit a 'can-do' attitude towards tasks such as removing their shoes, feeding themselves and washing their hands.

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Achievement Expected standard

Children focus intently during learning. They concentrate and persevere with tricky tasks. Children are beginning to regulate their emotions, knowing when to ask for help and when to seek comfort. They are able to follow instructions well and are developing the skills they will require for their next stage of learning.

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Curriculum and teaching Expected standard

The childminder plans a broad and interesting curriculum. She includes children's current interests in her planning to support engagement and focus. The childminder uses assessment effectively to tailor her teaching to reflect what children need to know next. She knows each child well and ensures that activities are accessible to all, including those with any identified barriers to learning. For example, the childminder uses simple signing to support children's understanding. Typically, the childminder is evaluative of her practice and considers what she could adapt to best support children. For instance, she recently adapted lunchtime routines to support all children in having their needs met quickly and effectively.

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Curriculum and teaching Expected standard

The childminder purposefully supports children's language and communication skills. She consistently narrates play and introduces new sounds and vocabulary throughout the day. She pronounces words clearly and slowly, emphasising the initial sounds for children to hear. Furthermore, she often reads with children and sings familiar songs, building their confidence and skills through repetition. The childminder understands how mathematics can be brought into learning for children of all ages. For example, she supports young children with counting and colour recognition when they look at farm animals.

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Curriculum and teaching Expected standard

The childminder places high importance on children's personal, social and emotional development. She provides a warm and welcoming environment where children settle quickly and feel safe. The childminder consistently helps children begin to regulate their emotions with gentle encouragement and high praise. A range of experiences are provided to support children's physical skills, such as playing in the garden, walking in the local area and attending groups to encourage movement.

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Inclusion Expected standard

The childminder has a clear understanding of how to identify children who may need extra support to reach their full potential. She has suitable arrangements for regularly monitoring children's progress to enable her to identify gaps in learning. When gaps are identified in children's development, the childminder collaborates with parents and any other professionals involved to meet their needs. The childminder ensures that she finds out about each child before they start to attend the setting to identify any existing needs, such as medical diagnoses. Typically, this enables her to adapt her practice to help children feel supported and included.

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Inclusion Expected standard

The childminder regularly observes children and reflects on their learning and development. She considers the impact of her teaching and the progress the children are making, adapting the following weekly plans accordingly. The childminder uses children's next steps to inform her planning, and, overall, she supports them effectively in making progress. However, the childminder is not consistent in swiftly implementing precisely targeted support to rapidly close identified gaps in learning before external agencies may become involved. The childminder understands that any additional funding must be used to support the specific needs of the children receiving it.

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Leadership and governance Expected standard

Overall, the childminder is a reflective practitioner, and she regularly considers the impact of her practice on children's development. Consequently, she is able to identify her strengths and celebrate her successes, such as helping all children feel safe and happy. The childminder draws on her previous expertise to support children and to adapt her practice to benefit each child as an individual. She seeks feedback from parents to understand and evaluate the impact and difference she is making for children. This collaborative working supports children to make progress and work towards the same goals across home and the setting.

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Leadership and governance Expected standard

The childminder undertakes mandatory training and is keen to take additional training if she were to need it to improve what she can offer children in the future. Furthermore, the childminder communicates well with any professionals working with the children to ensure that she is offering the right care. For example, she collaborates with medical consultants to follow the correct procedures to keep all children safe and learn how to best support them. While the childminder is reflective of the provision and successfully identifies strengths in her practice, she does not consistently use detailed analysis and support from professionals to identify possible areas for development. This would support her in providing an even stronger setting, with enhanced skills and knowledge to secure excellence for all children.

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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, welcoming home-from-home environment. Children are keen to attend and experience a calm and nurturing space where they feel safe and cared for. Babies and younger children have their care needs met sensitively. They are extremely comforted by familiar routines from home and securely embedded boundaries and routines to support their wellbeing. The childminder is skilled at recognising how children feel and what they need and adapting the day to suit each child as an individual.

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About this setting

Children develop a strong sense of belonging through warm and responsive relationships. They often cuddle the childminder and are reassured by her presence. Children enjoy interacting with the childminder and are keen to engage her in their play. They are provided with many opportunities to play with their peers. This helps them quickly grow in confidence and build skills, such as taking turns and sharing resources.

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About this setting

Children enjoy a range of adult-led and child-initiated experiences that foster their curiosity and interest in learning. They smile and squeal with delight as they explore the many exciting and motivating resources provided. For example, babies immerse themselves in investigating cause-and-effect toys, shaking sensory bottles and pushing buttons. Young children are excited to investigate rolling cars down ramps and seeing which goes the fastest. Children benefit from time to explore at their own pace, with the childminder nearby to extend the learning opportunities for them. This helps children grow in confidence and develop independence skills that are appropriate for their age and stage of development.

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About this setting

Children benefit from the childminder working with parents to really know and understand each child. This ensures that their likes and dislikes are considered and incorporated into planning. The childminder helps all children feel included and able to attend, including those with medical needs. Children make progress from their starting points and flourish under the care of this thoughtful and dedicated childminder.

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Next steps

The childminder should consistently implement precise targeted support to rapidly close any identified gaps in children's learning. The childminder should use detailed analysis to identify areas for development to further extend her skills and knowledge to secure excellence for all children.

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About this inspection

The inspector spoke with the 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. Unique reference number (URN): 2748891

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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

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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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