Childminder

Childminder

Unique reference number (URN): 2739210 Registered with Ofsted: 11/10/2023 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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Achievement Strong standard

Children all make excellent progress in their learning in all areas of the curriculum and are very well prepared for their move on to school or nursery and for life. They demonstrate advanced understanding of many concepts, such as complex shapes. They develop early mathematical ability and an understanding of scientific facts. For instance, young children recognise a hexagon and discuss facts about planets and the universe in a mature manner. Highly effective support for home learning significantly helps promote and support children's consistent and secure achievement.

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Achievement Strong standard

Children are confident and chatty. They articulate their thoughts and understanding well throughout activities and interactions. Children acquire and practise physical skills and gain strength in their small and large muscles through play and activities. Children become independent in their play and learn to manage their personal needs well. They demonstrate social skills and an understanding of their emotions and responses. Children with learning barriers close gaps quickly and catch up to their peers prior to moving on in their education.

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Behaviour, attitudes and establishing routines Expected standard

Children understand routines and expectations well. Overall, the childminder is clear about expectations and reinforces these through daily practice, particularly at routine times of the day, such as mealtimes. This helps children to learn about positive behaviours. The childminder reminds them to be mindful of those who are younger and still learning some skills and behaviours. The childminder generally adapts practice and routines to support children's individual needs and to help them overcome barriers around eating and oral health, for example. She supports families to help children attend regularly and to manage their home lives and routines well. This helps children to continue learning and developing healthy practices and habits at home.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is meticulous about cleanliness and ensures that resources and the learning environment are impeccably well maintained. The environment is thoughtfully considered to be conducive to learning. Children enjoy the company of the childminder and each other. They approach her for cuddles and reassurance and learn, from her positive role modelling, how to respect and treat others. Children play and learn together and are understanding of the differing needs of others.

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Children's welfare and wellbeing Expected standard

The childminder understands that children's welfare and wellbeing are key to children's development. Daily practices typically promote children's health and welfare well. Food is nutritious and interesting, encouraging children to try new and varied tastes. The childminder helps parents and carers to introduce new family foods to support young children's nutrition and to reduce barriers to their wellbeing. Children enjoy mealtimes with their friends and develop physical skills, such as coordination, alongside their social and life skills. A focus on hygiene means that children understand how and when to wash their hands and why this is important to keep themselves healthy and well.

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Children's welfare and wellbeing Expected standard

Children generally learn to keep themselves safe and support their physical health as they play. The childminder weaves messages through discussions about how to look for risks as they go on outings. Children know to ask first if they want to look at an adult's computer. The childminder supports toilet training from an early age, helping children to manage their own care needs and to understand about privacy.

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Children's welfare and wellbeing Expected standard

Children feel secure in their relationships with the childminder and each other. They learn about a range of emotions and become competent at using appropriate language in discussions to express themselves.

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Curriculum and teaching Expected standard

The childminder plans an interesting curriculum to promote children's curiosity to learn. Children excitedly look inside soft bricks with magnifying glasses. They rush to talk about, and show off, the spider they find there. The childminder has a sound understanding of the quality of curriculum and teaching at her setting. She recognises the need for training to support assistants and for her own professional development to enhance practice further, but this is not yet embedded. Interactions are typically high quality and support children at levels appropriate for their age and development. Activities are well planned to spark and develop children's interests and to build on what they know and can do. Assessment supports the childminder's understanding of how to tailor teaching effectively.

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Curriculum and teaching Expected standard

The focus on key areas, such as communication and mathematics, means that children develop the foundational knowledge they need as they move on in their education. Physical development is a consistent priority with outdoor learning and outings in the local area a focus of children's day. Emotional wellbeing is well supported. The childminder talks to children about their feelings and helps them manage their responses and behaviours. Children manage friendships and complete tasks for themselves with increasing independence. The curriculum is inclusive and helps all children learn and develop well from their starting points, with their individual challenges in mind. The childminder makes careful adaptations for children with learning barriers. For example, she is mindful of children's sensory needs and thoughtfully engages children in smaller groups for enhanced support.

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Inclusion Expected standard

The childminder identifies children's needs in a timely manner. She assesses their progress to understand where gaps are emerging. She involves parents and carers from the outset and implements strategies that stem from expert advice to close gaps where possible. The childminder understands that some children's progress is best measured in smaller steps. She has correctly identified the need for further professional development in this area to help her further support the individual needs of children who face barriers to their learning and ensure her practice is consistently strong. The childminder works with other agencies to access appropriate support. Parents are grateful for her early identification of children's needs. Support is monitored and amended as needs change. The childminder works hard to develop all children's understanding of different needs and abilities to promote a fully inclusive environment. For instance, books

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Inclusion Expected standard

and resources depicting sensory needs help children to become familiar with the aids their friends need to help them learn.

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Inclusion Expected standard

Provision for children who require more support is well considered, as they prepare to move on to nursery and school. Visits with key staff and teachers help familiarise children with routines and environments before they start. The childminder makes sure staff understand children's needs so they will be well supported in their new settings. The childminder sensitively supports families and children in receipt of any additional funding. She uses funding to makes sure they have the resources and ability to attend regularly, stay healthy and fully engage with educational opportunities.

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Leadership and governance Expected standard

The childminder understands the strengths of her provision and the areas she wants to improve further. However, she has not yet fully embedded support for new assistants to enhance their practice and confidence to an even higher level. She recognises the need to also further enhance her own professional development to ensure ongoing improvement in the provision and help secure excellence for all children. The childminder considers her own wellbeing and that of her assistants thoughtfully, helping them to enjoy their roles and working together.

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Leadership and governance Expected standard

Relationships with parents and carers are supportive and communicative. Parents know what their children are learning. The childminder supports home learning extremely well, sharing resources and ideas to help build on children's knowledge and skills. She offers advice and help for parents during challenging times or life events, which they are appreciative of. Engagement with other professionals to support children's individual needs, and with staff at schools and nurseries that children will move on to, is secure. The childminder is proactive and initiates contact to ensure timely support and smooth transitions. Links with other childminders support the sharing of ideas and best practice, alongside the childminder's wellbeing.

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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

Children achieve extremely well and acquire the range of knowledge and skills they need for their future learning and for life. They are confident and secure in the childminder's care and are very well prepared for their move on to nursery and school. All children make rapid progress from their starting points and develop a thirst for learning through the fun and interesting curriculum. The childminder helps children learn together and collaborate, being mindful of each other's ages, needs and personalities.

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About this setting

Children feel a secure sense of belonging with the childminder. She is nurturing, knows them well as individuals and helps them to flourish, feeling safe and valued. Children develop their interests with the support of the childminder's enthusiasm. They are confident learners and are keen to share their knowledge with others. The views of parents and carers reflect children's enjoyment. They bring their subsequent children to the setting, showing their trust in the childminder. Children with barriers to their learning, such as those with sensory needs or with challenging family circumstances, are well supported to make secure and consistent progress. The childminder works hard to reduce and remove barriers to their learning and to help all children feel included.

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About this setting

Children thrive as a result of thoughtful interactions, which support their age and stage of development well. The childminder understands the needs of each child and family in detail and accesses timely support to help them in many different ways. She supports parents to help children attend regularly, offering flexibility as they navigate changes in family circumstances. She promotes and celebrates important developmental milestones, such as managing personal care needs independently. Children become confident individuals, who are ready to continue their journey into life.

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Next steps

The childminder should continue to develop training opportunities for any assistants she may work with to embed consistently high-quality education for all children. The childminder should continue to focus on professional development and further enhance her teaching skills to benefit all children.

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About this inspection

The inspector spoke with the childminder, assistants, parents 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): 2739210

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 06:00

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About this inspection

Local authority: Westmorland and Furness

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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

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 .

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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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