Childminder

Childminder

Unique reference number (URN): 2743309 Registered with Ofsted: 19/09/2023 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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Achievement Expected standard

Overall children make progress from their starting points in all areas of learning and they are successfully building on prior knowledge and skills. They acquire essential fine motor skills that develop hand strength. This further supports skills such as feeding and managing buttons and zips. Children show developing skill as they manage tasks such as attempting to put their shoes and coats on. Children manage their personal hygiene well such as wiping their noses and washing their hands.

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Achievement Expected standard

Outside children show their developing physical skills. They navigate space well and use a range of movements such as running and jumping. Children carry small watering cans and successfully water their plants. They recognise primary colours such as red and yellow as they play with dough. They use a range of tools to make marks in the dough and scribe on wipe clean boards.

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Achievement Expected standard

Children use language well. They repeat words they hear and apply them to their play. They join in with familiar songs and rhymes and express their needs to the childminder.

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Behaviour, attitudes and establishing routines Expected standard

The childminder develops nurturing and trusting relationships with children from the beginning of their journey with her. Flexible and personalised settling procedures support children to build essential emotional security. The childminder delivers teaching in a calm and unhurried way that allows children time to engage in learning at their pace.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets out her expectations clearly and acts as a positive role model to help shape children's understanding of age and stage -appropriate behaviours. Consistent routines help children to develop confidence and positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy tidying away their toys and listen well to direction from the childminder. They show increasing manners and social skills such as saying 'please' and 'thank you'. The childminder models sharing and turn-taking in everyday play which helps children to embed these important skills. They receive regular and consistent praise for their behaviour and achievements.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets clear expectations with parents about attendance. This ensures that children attend regularly and benefit from their time with the childminder. Children visit the local community where they enjoy rhyme time. This provides an opportunity to meet other children and promote their personal, social and emotional development. This includes working together with others and developing friendships.

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Children's welfare and wellbeing Expected standard

Children benefit from the warm and responsive care they receive. The childminder responds to children's individual care routines such as sleep and mealtimes. This helps children to feel a sense of familiarity and develop a sense of belonging at the childminder's home. The childminder uses her secure knowledge of children to suitably prepare experiences that promote their wellbeing and development. For example, she identifies when children need more exposure to rich language to support their communication and ability to express their emotions.

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Children's welfare and wellbeing Expected standard

The childminder has clear policies and practises that promote good hygiene and health for children. This includes her exclusion policy for children who may be infectious and her use of risk assessment to keep children safe. She works with parents to promote healthy lifestyles. For example, she encourages healthy lunches and includes tooth brushing for children who go directly to bed when they get home. The childminder promotes good manners at mealtimes such as using cutlery and sitting in age-appropriate chairs.

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Children's welfare and wellbeing Expected standard

Children benefit from fresh air through daily access to the childminders garden and the local parks. The childminder supports children to manage their feelings and recognises the importance of co-regulation. As a result, children are developing an awareness of a range of emotions such as happy, sad and tired that help them to regulate their behaviour.

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Curriculum and teaching Expected standard

The childminder has a good understanding of what she wants children to learn and has crafted a curriculum that enables children to access a range of learning experiences. The childminder uses rich narration as she plays alongside children, using a broad range of familiar and new vocabulary that supports children's growing bank of words. Children hear important mathematical language as they play, such as heavy and light.

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Curriculum and teaching Expected standard

The childminder has a secure knowledge of what children know and can do. She uses this information to design personalised learning plans for children, such as providing opportunities to strengthen their muscles to aid walking. This individual approach supports children who may face barriers to their learning to make progress from their start points.

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Curriculum and teaching Expected standard

Outside, children enjoy running with the childminder. She shouts 'run, run' as they play racing games. The childminder provides opportunities for children to develop fine motor skills as they stretch and squash dough. Children learn about kindness and sharing their toys. This is because the childminder acts as a positive role model in supporting children's personal, social and emotional skills.

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Curriculum and teaching Expected standard

Teaching is typically well structured and supports children's learning. Although sometimes, there is not enough opportunity for children to develop their emerging thinking and teaching is not always adapted to develop and extend their ideas and keep children engaged.

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Inclusion Expected standard

The childminder shows a secure understanding of how she supports children who may have barriers to their learning or have special educational needs and/or disabilities (SEND). She has attended training that supports her knowledge and informs her decision-making processes.

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Inclusion Expected standard

The childminder uses observation and assessment to recognise when children may not be making progress as expected. She holds sensitive and timely conversations with parents to share any emerging thoughts and to identify ways to best support children to catch up. Where children face barriers to learning, the childminder develops a full and rounded picture of children and their individual circumstances. This helps to identify where any support will have the most impact in reducing or removing barriers. This may include how the childminder uses funding to support children and any adaptations to her curriculum and teaching.

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Inclusion Expected standard

The childminder has developed effective partnership working that enables her to seek help and support as well as work with parents to achieve the best outcomes for children. The childminder embraces a collaborative working approach where children's needs are at the forefront. This includes decisions about how additional funding can best support children to access early education.

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Leadership and governance Expected standard

The childminder has an adequate understanding of the strengths and priorities for improvement and recognises areas that could be developed. She is keen to make changes and responds appropriately with changes to her curriculum and teaching. However, this is not yet fully developed to ensure a strong and positive contribution to driving improvements. The childminder has a secure understanding of her roles and responsibilities in a range of areas including the early years foundation stage, procedures for safeguarding children and supporting children with special educational needs and/or disabilities. This means that children are kept safe from harm as well as receiving timely and responsive support when they might be at risk of falling behind their peers.

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Leadership and governance Expected standard

The childminder attends regular training to develop her knowledge and practice. She considers what she needs to know next to support children with their ongoing development. The childminder has developed effective relationships with parents. She had developed effective two-way communication to make sure parents are kept informed about their children's day and the progress they are making. The childminder shares ideas with parents about how they can support children's learning and development at home. Parents appreciate the excellent communication and how well children settle and feel secure with the childminder.

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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 are happy and settled with this kind and caring childminder. They quickly settle and explore the activities on offer. The childminder knows children well and designs her curriculum to support children to make progress from their start points. She recognises things that interest and motivates children as well as identifying what they already know and what they need to learn next. Children show enjoyment as they engage with the childminder at the dough table where they stretch and flatten different coloured dough. They hear

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Inspector:

descriptive language such as 'roll' and 'squish' as well as developing their awareness of colours.

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Inspector:

Children show emerging independence. They are supported by the childminder to put on their shoes. The childminder allows them space and time to try for themselves. She uses language such as 'push' and 'pull' as she describes what children do. Children confidently wash their hands and are beginning to develop self-care skills such as wiping their noses.

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Inspector:

The childminder uses her effective assessment of children to ensure that children who may be at risk of falling behind are quickly identified and supported to catch up.

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Inspector:

Children have secure and trusting relationships with the childminder. They enjoy warm and responsive care that lets them know they are safe. For example, when they are tired the childminder sensitively respond with cuddles and settles them into cots to sleep. As a result, they are developing a sense of security and belonging. The childminder has developed a trusting and positive relationships with parents. This supports an open flow of conversation that makes sure children's needs are met in the best way. The childminder shares learning ideas with parents so that children can continue to develop their knowledge and skills at home.

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Inspector:

Children attend well and parent appreciate the benefits of attending on children's learning and development.

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Next steps

The childminder should continue to develop her teaching to be more responsive to children's emerging curiosity and adapt learning opportunities to extend and develop children's thinking and sustain their engagement in activities. The childminder should continue to strengthen self-evaluation to more clearly identify priorities for improving the curriculum and teaching and use critical reflection to make focused improvements and evaluate the impact of these changes on children's learning.

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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. Clare Ford

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About this setting

Operating hours: Tuesday,Thursday,Friday : 07:00 - 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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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

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