Childminder

Childminder

Unique reference number (URN): 2755285 Registered with Ofsted: 25/10/2023 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

Achievement Strong standard

Children, including those with speech delays, make rapid progress with their communication and language. They learn and use a range of new vocabulary accurately such as 'stethoscope' and 'lychee'. They confidently express themselves and talk about their home lives during group times. Children develop their physical skills by using a range of mark- making materials. They learn the difference between chalks and crayons and begin to recognise their own names.

p.2

Achievement Strong standard

Children become thoroughly absorbed in their learning, developing strong attention and concentration skills. They learn deeply and remember previous experiences such as how sand felt during a visit to the beach. Children make excellent progress across all areas of learning and development, particularly with their confidence, independence and social skills. They work together to build an obstacle course and are very proud of their achievements. Children are very well prepared for the next stage in their education.

p.2

Children's welfare and wellbeing Strong standard

The childminder invests time in settling children into the setting, creating deep attachments, helping them feel emotionally secure, and building their confidence. She prioritises helping children to understand and manage their own emotions positively. The childminder gets to know children's individual routines and personal care needs thoroughly, and responds sensitively. She works very closely with parents during toilet training and teaches children the independence skills they need to look after their own personal care needs. Children remember to 'catch their coughs' and understand how germs spread and affect their bodies.

p.2

Children's welfare and wellbeing Strong standard

The childminder has a key focus on teaching children how to keep themselves safe. She teaches them how to lift and move resources safely as well as how to stay safe online. The childminder teaches children how their bodies work. Children thoroughly enjoy listening to their baby dolls' heartbeats during imaginative play, and they remember that too much salt is bad for their hearts. The childminder arranges visits from dental nurses for herself and other local childminders and children, to help them understand the impact of eating too much sugar. The childminder shares information with parents about healthy eating and teaches children how different foods affect their bodies. This helps children to consistently make healthy choices about their health and wellbeing.

p.2

Curriculum and teaching Strong standard

The childminder has a thorough understanding of child development and her key curriculum priorities. She continually assesses children's learning and adapts activities to meet their needs. The childminder makes the most of every teaching opportunity to develop children's reasoning and understanding. For example, when playing with sand, she encourages younger children to use their senses to explore the texture of dry sand and how it moves. The childminder asks older children thoughtful questions to help them compare differences between wet and dry sand. The childminder embeds mathematical learning, discussing the

p.2

Expected standard

capacity of different containers. She further extends children's manipulative skills by encouraging them to squeeze pipettes to add water to the sand.

p.3

Expected standard

The childminder uses children's interests to engage them in learning. She supports all children, including those with speech delays, to develop their language skills. Children request their favourite songs, and the childminder clearly models the actions and words which children enthusiastically copy. The childminder prioritises children's personal, social and emotional development. She consistently teaches children to think about and express their feelings and opinions effectively, as well as listen to others. The childminder offers many opportunities for children to develop their collaboration and interaction skills, including attending local playgroups and meeting with other childminders. This develops children's confidence and social skills.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder works with parents to promote regular attendance in the setting so children can become familiar with routines. However, she does not always take consistent action to anticipate or address barriers to attendance. Children quickly learn the routines and enthusiastically tidy away toys and prepare the environment for other activities. They enjoy taking responsibility for tasks such as preparing the sand and water resources for play. They feel safe and are happy to engage in a variety of new learning activities. The childminder gets to know children very well and builds close, respectful relationships with them. Children trust the childminder and confidently talk with her about their home lives.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for behaviour and teaches children a range of strategies for collaborating and showing consideration for other people. She is very fair and consistent when managing children's behaviour. The childminder adapts her approach to the needs and abilities of the children, redirecting younger children and encouraging older ones to think of ways to share toys. She teaches children useful words and phrases to express themselves and praises their positive behaviour. Children behave well and form positive relationships. They collaborate well and are kind to each other during imaginative play.

p.3

Inclusion Expected standard

The childminder has a thorough understanding of child development and carries out detailed assessments to identify areas where children may need additional support. She adapts her approach to ensure that children receive the help they need. For example, giving children with speech delays extra time to express themselves and modelling language for them to copy. The childminder works with parents to monitor children's progress and helps them to access help and advice from other professionals. This helps children receive the support they need for their transition to school.

p.3

Inclusion Expected standard

Although the childminder attends training to develop her knowledge of how to support children with special educational needs and/or disabilities, this is not always strategically planned to meet the setting's current priorities. She intends to undertake Makaton training so that she can help children in the future with their communication skills. The childminder supports disadvantaged children effectively to help them make progress. Additional funding is used to provide a range of enriching learning opportunities, such as visits to cafes and places of interest. This helps children learn about the world and build their confidence and social skills. The childminder teaches children about different religions, visiting the local church at Easter and learning about festivals such as Diwali.

p.3

Leadership and governance Expected standard

The childminder reflects on her practice and identifies areas for improvement. She has recently reviewed and updated her policies to ensure these reflect current guidance. The childminder has also improved the information she shares with parents, providing more details about their children's progress and how they can further support them at home. Parents speak highly of the childminder. They comment on her warm, nurturing environment and how kind and caring she is. Parents appreciate how confident and independent their children have become, as well as the progress they have made in speech and language.

p.4

Leadership and governance Expected standard

The childminder ensures that she manages her own wellbeing when making decisions and attends some training to update her knowledge. However, she does not strategically plan relevant professional development opportunities that prioritise the current needs of her setting. The childminder shares information with parents so that disadvantaged children and those with speech delays receive the support they need to make progress. She shares information with other professionals and local settings to support children when making the transition to school. This helps them move on to the next stage of their education with ease.

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.5

Register

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

p.5

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

The childminder shares information with parents when children start at the setting, which helps her meet their individual needs and promote their regular attendance. Children settle quickly into the setting as the childminder provides their comforters or favourite toys when needed. They respond positively to her warm, nurturing approach and form trusting relationships with her. Children are highly confident and articulate. They express their feelings and ideas, and the childminder respects their contributions. Children feel a deep sense of belonging in the setting as they decorate their own chairs and use personalised plates and water bottles. They get to know the routine and enthusiastically help move equipment and resources when needed, which helps build their responsibility.

p.5

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

Children build positive relationships with one another and enjoy playing together. They use good manners and ask for resources politely. They thoroughly enjoy interacting with the childminder, telling her about their home lives and experiences. The childminder uses every opportunity to extend children's learning and development, focusing heavily on teaching them independence skills. The childminder keeps children safe both in the setting and when out in the community. She teaches children how to keep themselves safe, such as lifting and moving chairs correctly.

p.5

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

The childminder gets to know children extremely well and values their backgrounds and interests. She provides learning experiences that reflect these. For example, children get deeply engaged when playing with superhero figures and reading stories about them. They learn the characters' names and superpowers and discuss which powers are best. The childminder organises outings with other local childminders, visiting beaches, parks and shops. This helps children learn about the world around them and promotes their social skills and confidence. The childminder adapts activities to ensure all children make

p.5

About this setting

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

p.6

Facts and figures used on inspection

progress. Children, including those with speech and language delay, make excellent progress and are well prepared for the next stage of their learning.

p.6

Next steps

The childminder should ensure that professional development opportunities are strategically planned and precisely matched to the improvement priorities of her setting. The childminder should continue to strengthen her approach to identifying and tackling barriers to attendance.

p.6

About this inspection

The inspector/inspectors spoke with the childminder and children during the inspection.

p.6

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. 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.7

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. 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.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8