Childminder

Childminder

Unique reference number (URN): 2709712 Registered with Ofsted: 05/01/2023 Registers: EYR, CCR

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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

All children, including those who face barriers to learning and/or wellbeing, make progress from their starting points. They develop knowledge and skills across all areas of learning and development. Children enjoy engaging in activities, such as drawing. They confidently explore the marks they have made, talking about shapes, patterns and different sizes to their friends and the childminder. Children happily play together as they take turns in the role-play area. For example, they discuss what they are doing as they serve each other play food, do each other's hair and pretend to put make-up on. This supports children to make progress in their communication and language development.

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Achievement Expected standard

Children are curious. They enjoy trying new things and develop confidence in their physical skills when playing in the garden. For example, children confidently climb up the steps of the small slide and show developing confidence as they use the larger slide. Children show delight in their achievements, which they celebrate with the childminder and their friends.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from a calm environment where routines are clear and expectations for behaviour are high and consistently reinforced. They listen effectively, such as when the childminder says to get ready to go outside. Children show excellent kindness to one another and truly care for their friends. For example, older children teach younger children how to put their coats on and help them to put their shoes on, when getting ready to go in the garden. On occasion, younger children struggle to play cooperatively and share. At times, this can cause them to feel upset. Although the childminder does responds sensitively, she does not consistently support the younger children to understand about turn- taking to support their attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a positive atmosphere by communicating with children warmly and setting out predictable daily routines, which children show they know and understand. For example, when the childminder says it is time for snack, children tidy away the toys promptly and wash their hands. She uses pictures and symbols to support younger children to understand the routine and to know what is coming next. These routines help children to feel confident and ready to learn.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with families to promote good attendance from the start. Parents understand the importance of children attending every session. Children arrive on time and benefit from routines that support their learning and wellbeing.

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Children's welfare and wellbeing Expected standard

Prior to children starting, they attend settling-in sessions tailored to their individual needs and preferences. This supports children, including those who face barriers to learning and/or wellbeing, to get to know the childminder and form secure attachments with her. The childminder builds warm, trusting relationships with each child and provides comfort and reassurance as needed. Children benefit from consistent, nurturing routines that help them feel safe and understood, such as predictable mealtimes and opportunities to express their needs and feelings. Children delight at spending time outside; they practise their physical skills, while exploring the environment safely and confidently.

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Children's welfare and wellbeing Expected standard

Children learn about staying healthy. The childminder provides healthy snacks and works in partnership with parents so that they provide healthy meals. She discusses healthy eating with the children, teaching them why certain foods help their bodies grow. The childminder focuses on children being independent and developing skills they need for the next step in their learning, such as being able to put their coats and shoes on. Older children do this skilfully and help their younger friends to learn these skills. Children follow good hygiene routines, such as learning to wipe their nose and wash their hands. The childminder works closely with parents to help children through the different stages of toileting, so they learn to use the toilet independently. She maintains an inclusive environment with high expectations for every child's wellbeing and welfare.

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Curriculum and teaching Expected standard

Since the last inspection, the childminder has designed an ambitious, well-sequenced curriculum that focuses effectively on what each child needs to learn next. She has developed her outside area to provide children with an awe-inspiring space where they have abundant opportunities to learn and develop. Children play extremely well together, such as when they help each other to go up and come down the slide. The childminder provides many opportunities for children to develop their imaginations. For example, children delight at exploring exciting resources as they create their own costumes to dress up in and enjoy doing each other's hair. The childminder observes and assesses children's development when they first start and throughout their time with her. This helps her to identify what children need to learn next.

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Curriculum and teaching Expected standard

Children who face barriers to learning and/or wellbeing receive more targeted support to meet their needs. For example, the childminder uses funding effectively to bring specialist language support into the setting. She skilfully introduces shapes, numbers and counting to support children's early mathematical learning. Children develop a love of reading, as they enjoy being read stories and looking at books with their friends. The childminder pauses at points in the story, and children recall the familiar storyline. She holds back-and-forth conversations with children and uses single words for children who need support to develop their speaking skills. On occasion, the childminder does not correct children's incorrect pronunciation of words. This does not consistently support children's developing vocabulary skills.

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Inclusion Expected standard

Since the last inspection, the childminder has completed training to develop her knowledge and understanding of how to support children with special educational needs and/or disabilities (SEND) and those who face other barriers to learning and/or wellbeing. This has developed her understanding of her role in making timely referrals. The childminder works closely with other settings children attend to ensure that all children, including those with SEND and those who face other barriers to learning and/or wellbeing, are suitably supported to make the progress they are capable of. The childminder demonstrates a thoughtful and positive approach to inclusion. She ensures that all children feel welcomed, valued and supported. The childminder completes detailed inductions with parents before children start. She finds out what children know and can do and discusses how she can support children's individual needs. The childminder uses

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Inclusion Expected standard

information gathered through her conversations with parents and early assessments to quickly identify children's emerging needs when they first start attending.

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Inclusion Expected standard

The childminder uses her knowledge of child development and works in partnership with other professionals to put targeted support in place. She uses additional funding effectively. For example, she uses funding to have a speech and language therapist visit the setting each week. This provides children with targeted interventions to help them to make progress in their communication and language development.

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Leadership and governance Expected standard

The childminder demonstrates a clear commitment to providing quality care for all children. She has an understanding of the setting's strengths and has taken meaningful action since the last inspection. For example, the childminder has developed her knowledge and understanding of how to further support children who may have special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing. She recognises the need for continual professional development. The childminder accesses a wide range of online training and support from other professionals as needed, as well as completing her own research and reading to support children's learning and development. However, she has not consistently used self-reflection to identify that her strategies for supporting younger children's understanding of sharing and turn-taking need further development.

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Leadership and governance Expected standard

The childminder builds effective relationships with parents. They praise her warmth and compassion. Parents appreciate the support the childminder gives to them and the experiences she provides for their children both in her home and out in the community. The childminder has effective communication. For example, she shares what children need to learn so that parents can support them further at home. When children attend other settings, the childminder initiates two-way conversations. This ensures that there is consistency in children's care and learning.

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

Children thrive in this warm and welcoming setting. They show that they are happy to arrive at the childminder's home, as they quickly engage in play with their friends. The childminder knows children well, and children show that they feel settled and secure as they go to her for comfort and cuddles as needed. She creates a calm and caring space, where children feel safe to explore, play and learn. For example, they delight at getting in and out of a large box, which they draw on and decorate together, talking about what they are doing. The childminder plans activities that match each child's interests and learning needs. This makes sure that children's learning is fun and engaging.

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

When children first start attending, the childminder gathers detailed information from parents, and thereafter on a regular basis, about their routines and abilities at home. This, along with the childminder's own observations and assessments, helps her to identify how to plan and support children's individual learning, including children with special educational needs and/or disabilities and those that face other barriers to learning and/or wellbeing.

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

Children enjoy a wide range of experiences within the setting and in the community. They have opportunities to develop their physical skills and take risks as they climb and explore in the childminder's garden and at the local park. The childminder supports the children to learn how to care for their environment and keep themselves safe. For example, they talk about litter and use tools to collect litter when they visit the park. The childminder provides opportunities for children to widen their social circles. They regularly attend local groups

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:00,Friday : 08:00 - 13:00

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About this setting

Local authority: Hampshire where they learn how to play and socialise with other children. These opportunities develop their social skills and give children a sense of belonging.

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Next steps

The childminder should continue to strengthen her knowledge and understanding of how to support children's communication and language development so that children have greater opportunities to develop their vocabulary, clarity of speech and ability to express themselves. The childminder should enhance support for younger children to help them to continually understand how to share and take turns, to assist them further in developing positive attitudes to learning.

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About this inspection

The inspector spoke with the childminder, 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.

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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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