Childminder

Childminder

Unique reference number (URN): 2798923 Registered with Ofsted: 04/11/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

The childminder is a positive role model who supports children to use their manners and be kind to their friends in play. Children are clear on what is expected of them due to the embedded routine of the day. For example, they wash their hands before mealtimes then sit next to their friends and sing songs as they wait for their food. The childminder supports children to learn about their feelings through books and images of children with similarities and differences to them. Children are conscious of how their friends are feeling and have respectful relationships with each other. For example, they cuddle together when listening to a story and hold hands to keep each other safe during their walk. The childminder consistently praises children, which further promotes these positive behaviours and builds on children's self-confidence.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder is creative in the support he gives to families to ensure they can attend his provision. For example, he discusses a change and considers more appropriate sessions if needed. He has a secure understanding of what to do if there are any emerging patterns or concerns about children's attendance.

p.2

Inclusion Strong standard

The childminder carefully considers the unique circumstances of each of the families he cares for and their children's individual needs. This allows him to identify the best support and reduce any barriers to learning. The childminder uses assessments well to recognise any delays in children's progress. He works closely with families and other professionals to reduce gaps in learning. For example, he supports children to attend when families have a change of circumstance. Furthermore, he identifies any training he needs to improve practice and the environment to support children's learning further. For example, to reduce gaps in children's communication and language development, the childminder attended training. This helped him to learn strategies and about further assessments, which means he can rigorously monitor communication and language learning outcomes for all children. The childminder is aware of the funding available to support families in the community. He

p.2

Inclusion Strong standard

knows where to find further support with the local authority when needed.

p.2

Achievement Expected standard

Children make progress in all areas of their development. Children are beginning to use cutlery successfully to feed themselves independently. Children quickly learn to grow confidence in their large physical movements as they go from crawling to becoming skilled when playing ball games outdoors. Children who need additional support start to use more words to express themselves following intervention from the childminder. For example, the childminder seeks out additional resources that follow children's interests to encourage them to practise words they already know and have a go at new words. However, the childminder does not consider how not modelling words correctly consistently may have an effect on skills children need for school.

p.2

Children's welfare and wellbeing Expected standard

Children have positive relationships with the childminder and the co-childminder. Children's interests are valued and each of their individual needs are met, which helps them to feel safe and secure. Children are confident to explore their surroundings and the activities planned. The childminder uses books and images to help children to label their feelings. The childminder consistently encourages children to develop their independence and have healthy lifestyle choices. For example, children wipe their own noses, wash their hands before meals and put on their coats ready to go for a walk. Children learn about road safety and express excitement as they spot animals and plants with their friends. The childminder understands the importance of children having access to healthy foods and ensures he provides children with fresh water at all times. During mealtimes, children use their developing physical skills to feed themselves successfully. Children would benefit further

p.3

Children's welfare and wellbeing Expected standard

from consistent explanations from the childminder around why healthy choices are important for their bodies.

p.3

Curriculum and teaching Expected standard

The childminder knows all children well, and he is clear on where they need support in their development next. He places importance on children learning to be kind, build resilience and to enjoy learning before they go to school. Children are learning how to take turns in group activities and to stay safe when on outings. The childminder weaves mathematical language into routines and children's play. For example, they spot colours during their walk and count the puddles as children splash in them. The childminder has recently completed training to support children further in their communication and language development. Since completing the training, the childminder has introduced an additional assessment solely focused on children's communication and language development. He typically models social skills and language well. For example, he praises children for using their manners at mealtimes and narrates what children are doing. However, at times, he does not always

p.3

Curriculum and teaching Expected standard

pronounce words correctly, which may slow children's progress in building their vocabulary correctly. This does not consistently prepare children more readily for the next stage in their learning.

p.3

Leadership and governance Expected standard

The childminder reflects on procedures and improves them when needed. For example, the childminder updates enrolment forms to ensure he gets all of the important information about children and their families before they start with him. This helps him to provide the best possible support to settle children in. The childminder works closely with the local authority and other professionals to support children in their development when delays are identified through assessments. For example, he identified and attended training to reduce gaps in children's communication and language development. However, he does not always reflect on day-to-day practice, in particular the language he models. This means that he does not always identify where areas of teaching may need adapting to support children's development further. Parents comment on the safe and nurturing environment the childminder provides, and they

p.3

Leadership and governance Expected standard

find they are well supported through effective communication. For example, they receive daily handovers and information provided on the online app. Parents comment that they feel updated on their children's progress.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

The childminder confidently works with families, which helps him to meet children's needs as well as working with parents to overcome any barriers to learning. He understands the importance of ensuring all children attend and have access to learning. For example, he works with families to promote attendance by adapting sessions if there have been changes in their circumstances. He uses children's interests well to engage them and support their development. Children are confident with the routine of the day. The childminder is intuitive about when children need encouragement to have a go themselves and when they may need further support. For example, he observes children as they remove their wetsuits and wellies after being on a rainy walk and only offers help once they have had a go themselves. The childminder praises children for all their efforts in learning and taking care of themselves. Children develop their independence skills, as they wipe their own nose and

p.5

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

Children are confident to engage in conversation with each other and the childminder. For example, they talk about what they like doing at home, such as playing football. Other children talk about their interests using toy animals, and the childminder uses the language of size as he follows their lead in play. All children are making progress from their starting points. The childminder works with a co-childminder, and children have positive relationships with both of them. They are attentive to the children's needs, which helps children to feel safe and secure in their care.

p.5

Next steps

The childminder should consider how to model all language correctly to help children to progress in their communication and language development further. The childminder should enhance teaching further to help children to form a secure understanding of why healthy choices are important. The childminder should further identify and target areas for improvement to continue to improve outcomes for children.

p.5

About this inspection

The inspector spoke with the childminder, co-childminder and children during the inspection.

p.5

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.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00,Friday : 07:30 - 16:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7