Childminder

Childminder

Unique reference number (URN): 2740488 Registered with Ofsted: 12/09/2023 Registers: EYR

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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

Overall, children are suitably prepared for their next stage in their learning. They demonstrate independence as they cut up their own blueberries and bananas. Children put on their own shoes and coats, and they do up their zips. They manage their own personal care with confidence, including wiping their nose and tidying up after themselves. Older children are positive role models for younger children.

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Achievement Expected standard

All children develop a love of reading and listening to stories. They focus well as they listen attentively during storytelling sessions. They show enjoyment as they retell familiar stories, showing secure recall and understanding. Children communicate their needs and make their own choices. Those who need more support are growing in confidence to speak in larger groups through targeted help. Children talk with excitement and are ready to start school when the time comes.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds secure relationships with each child and family. She is thoughtful and kind and has a calm approach and manner. This helps to establish a nurturing environment that is full of respect. The childminder supports children to manage their behaviour appropriately for their age. Rules and boundaries are typically understood and followed. For example, children help to tidy up after making pancakes. They clear away their own workstation and then help their friends who are struggling to reach the shelf. Children respond by saying 'thank you', demonstrating their understanding of good manners.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model. She is supportive as children play and explore with growing independence. The childminder recognises when children try their best and gives them positive praise. Other children hear this and tell their friends, 'Well done'. Routines are familiar, and the day generally has a balance between adult- and child-led play. This helps children to engage in their play and work together. The childminder promotes punctuality and attendance with families so that children make the most of their learning.

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Children's welfare and wellbeing Expected standard

Children demonstrate that they feel safe and secure and have a sense of belonging in the childminder's home. They go to her for cuddles and receive support in abundance. She talks about how they are feeling to develop their sense of emotional wellbeing. The childminder is sensitive to children's needs and care routines. For example, at lunchtime, she sits with children who are moving on to more solid food, reminding them to chew and take small bites. She makes sure mealtimes are calm and relaxing to support children with food anxiety. They receive gentle encouragement and enjoy nutritious home-cooked food. There is a focus on promoting physical health as children play outside each day. Children visit the dentist with the childminder and engage in activities to learn about oral health. Children recall that they must brush their teeth twice a day for 2 minutes each time. Before children start, the childminder gathers information about children's care routines. She

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Children's welfare and wellbeing Expected standard

promotes these routines in her home so that children receive consistent approaches to their care. Some children settle on sleep mats to rest, while others engage in quiet play. The childminder sits with sleeping children, stroking their hair so that they feel safe and reassured. Children's wellbeing is central to the ethos of the setting.

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Curriculum and teaching Expected standard

The childminder assesses children to help identify what they need to learn next. She uses this information to provide a well-sequenced curriculum. It is typically well planned for children to develop skills across all areas of learning. There is a focus on physical development and being healthy. Children learn to move in a range of ways and enjoy playing outside. They sing and join in action songs with enthusiasm. For example, children stretch and wiggle as they touch different parts of their bodies, such as their knees and head. The childminder takes children to local parks to use large climbing equipment, promoting muscle development and confidence. Children hear mathematical language and practise some counting skills. However, this is not always delivered with clear focus to make sure that children develop their mathematical knowledge consistently through their play.

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Curriculum and teaching Expected standard

Most children are confident communicators. The childminder uses her knowledge of each child to adjust her approach to reflect their different starting points and individual needs. She tailors her teaching so that all children develop their speaking and social skills. For example, children who are shy choose what song to sing and then lead the group. They receive lots of praise, and their friends clap at their successes. Children are proud of their achievements. They receive stickers, helping them grow in confidence and boost their self-esteem.

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Inclusion Expected standard

The childminder knows each child well and adapts her practice to their differing needs. She is passionate about creating and maintaining an inclusive culture. The childminder typically undertakes appropriate observations and assessment of children, which she shares with parents and carers. She monitors progress to identify if children have any gaps in their development and generally implements strategies to help narrow and close these, where possible. The childminder has completed some professional development so that she can make referrals to specialists when needed.

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Inclusion Expected standard

When children need more help, she works in partnership with parents and other professionals. This helps to make sure that every child receives support to remove any barriers to learning. For example, when children are learning English as an additional language, the childminder uses additional funding to purchase specialist resources. She provides books and games in different languages so that children feel valued and included. Daily targeted intervention using flashcards, for example, helps children learn English at a rapid pace. This means that they can fully access the curriculum and that they start school as confident communicators. The childminder promotes positive outcomes for all children so that every child can succeed.

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Leadership and governance Expected standard

The childminder is passionate about providing each child with the best possible care. She has thought carefully about how to make the environment a calm, child-friendly space. The childminder puts children first, including those who face barriers to their learning. She shares information with parents and carers, for example about how to provide nutritious meals at home to support a healthy diet. Parents feed back that their children take part in activities that they could not themselves offer. They appreciate the outings and visits to museums and local restaurants to make their own bread, for instance.

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Leadership and governance Expected standard

The childminder recognises the need to manage her own workload and wellbeing. She has developed effective networks so that she can remain responsive to sector changes and attentive to children's needs. The childminder supports any assistants she may work with through regular meetings and supervision sessions. Although the childminder reflects on her practice, she has not fully established a programme of targeted professional development for herself or any assistants she may work with. This means that training does not always have a sharp focus on enhancing teaching or improving outcomes for children.

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

Children are happy in the care of the warm and dedicated childminder. They have positive relationships with the childminder and other children who attend. Children are kind and patient. They enjoy the range of activities that the childminder plans daily. She provides a balance between adult-led and child-initiated activities to help them make progress from their starting points. For example, children use toothbrushes and floss to remove plaque from giant, model teeth. They sort the pieces of carrot and biscuit that they remove into healthy and unhealthy food. This helps children begin to understand healthy lifestyles. Children develop coordination and control to help them hold a pencil correctly when they start mark making. When children ask to get the trains out, the childminder encourages them to build a track that joins into a circuit. This develops children's thinking and problem- solving skills. Children count how many trains are on the track and play well with their

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

friends. All children, including those with barriers to their learning, grow into confident communicators who make their own choices.

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

The childminder promotes the importance of attendance and builds a sense of belonging. She values every child and makes sure they recognise the exciting and vibrant cultural community in which they live. The childminder works in partnership with parents and carers, and children visit different places of worship, try foods from around the world and meet a

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 18:00

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About this setting

Local authority: Richmond Upon Thames wide range of people. For example, children meet people with physical impairments and their assistance dogs. They learn to treat people with respect. This helps children to build empathy and the social skills they need to thrive in an inclusive environment. The childminder is proud of her own Iranian heritage. This influences the nutritious and delicious food that children are offered each day. Children are excited in their learning and are ready to flourish in the next stage of their education and in modern Britain.

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Next steps

The childminder should review and enhance the curriculum to focus on embedding mathematical development into children's play. The childminder should enhance professional development for herself, and any assistants she may work with, to inform a sharp focus on raising the quality of provision.

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About this inspection

The inspector spoke with the childminder, assistants and children and reviewed feedback provided by parents and carers 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, knows as the early years foundation stage.

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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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