Childminder

Childminder

Unique reference number (URN): 2749714 Registered with Ofsted: 13/10/2023 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has fully-embedded and highly effective routines and boundaries in place. She reminds children of her high expectations, and children's understanding and participation are superb. This helps create an atmosphere of calm and purpose. Children are involved in tidy-up times, and the childminder breaks down the steps in this activity and explains it in an age-appropriate way. She gives children a specific instruction and gives praise when they participate. She models how to return musical instruments to a box, and very young children participate with enthusiasm, copying her actions.

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Behaviour, attitudes and establishing routines Strong standard

The childminder gives encouragement and lots of praise to children, who enjoy receiving this, smiling with delight. Children are curious to explore, and from a young age they demonstrate excellent attitudes to learning, which helps prepare them for the next stage in their educational journey. Teamwork and collaboration skills are highly developed, and the childminder reminds children of how to work together and enjoy each other's company. She fosters a sense of togetherness, supporting children to see other children as play partners and a source of fun.

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Behaviour, attitudes and establishing routines Strong standard

Partnerships with parents are excellent, and sharing of relevant information is of a consistently high level. The childminder promotes regular attendance and punctuality, so that children can gain the most from their early education and care.

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Children's welfare and wellbeing Strong standard

Children's welfare is a priority for the childminder, and she is very attentive to their individual needs, helping them feel safe, valued and important.

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Children's welfare and wellbeing Strong standard

Healthy practices have a significant impact on children's wellbeing. Children stay hydrated by drinking water, prompted at regular intervals by the childminder, and meals are nutritious and home cooked. Children learn to make healthy choices through having well-established routines such as handwashing. Safe eating procedures are implemented well, with the childminder highly vigilant when children are having lunch or snack. Weaning procedures are implemented impressively well, and children make excellent progress as they move on to more solid foods. Sleeping arrangements are well embedded, and this helps children to make the most out of their sessions as they are rested and ready to engage with the exciting curriculum.

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Children's welfare and wellbeing Strong standard

Children have regular access to the outdoors, which has a significant impact on their physical and mental health. The childminder ensures that they are dressed appropriately for the different seasons so that they are fully prepared for different types of weather.

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Children's welfare and wellbeing Strong standard

The childminder implements a wide range of measures that promote children's safety. These include respecting children's privacy during personal care routines, implementing an impressive cleaning schedule and following stringent technology safety protocols. The childminder shares these with families so that they can be replicated at home.

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Achievement Expected standard

All children thrive and make consistent levels of progress from their individual starting points. Children are communicative and join in with great enthusiasm as they listen to a story. They talk about what they can see on each page and are keen and excited to turn the pages and hear what comes next in the story. They listen and focus well, showing interest in the pictures in the books before requesting another book, and then another.

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Achievement Expected standard

Children are independent and complete tasks for themselves. They move confidently indoors and outdoors, skilfully descending small steps in a safe and appropriate way. Children are great explorers. They select items they want to play with and show high levels of perseverance. When building with blocks, they giggle with delight as the tower tumbles to the floor and immediately begin to re-build. This practice and repetition help children to try out new ways of placing the blocks so the tower is more stable and helps develop problem- solving skills.

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Curriculum and teaching Expected standard

The curriculum is broad, balanced and sequenced to build upon children's starting points and previous learning. The childminder meets the needs of all children attending the setting, particularly those who come from a disadvantaged background and those children with special educational needs and/or disabilities. For example, with consistent practice, children become competent at skills such as feeding themselves with a spoon. This prepares them well for the next stage in their development.

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Curriculum and teaching Expected standard

The childminder has high expectations for all children. She makes learning enjoyable with her enthusiasm and sense of fun. She adapts her language to support children at different developmental stages. For example, when children are looking at animals in a tray, she introduces new vocabulary and talks about where the animals live and what foods they eat. The childminder speaks clearly and sensitively adapts her interactions for individual children. However, she sometimes asks multiple questions in quick succession, and children do not have sufficient time to process what they have heard and respond.

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Curriculum and teaching Expected standard

Children learn to recognise different emotions, and with her support develop strategies to help manage any big feelings. The childminder develops children's understanding of mathematics as they play. She counts with them as they place items into a box. She helps children learn about space and size by providing large cardboard boxes for children to crawl through. Children access the outdoor area and develop co-ordination and balance skills as they run, walk and navigate around objects.

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Inclusion Expected standard

The childminder has a detailed knowledge of how children learn. She assesses children's development and their individual needs. She uses this information to plan targets for each child and help reduce barriers that children face in relation to their learning and wellbeing. She makes adjustments to her practice and monitors the impact of support. For example, when encouraging children to become mobile, she places objects of interest on small units and helps them to pull up to standing to access the resources. She then progresses to using trays on small stands to encourage independent standing. Her staged approach has a positive impact upon their progress.

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Inclusion Expected standard

The childminder works closely with families to share children's targets and ensure a consistent approach to their development and progress. For example, working in partnership with families, children successfully move from pureed food to small lumps and then move to finger foods.

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Inclusion Expected standard

Children are included in all aspects of the daily routine in a developmentally appropriate way. When washing hands before eating, the childminder gives differentiated levels of help. She gives physical support to children who are non-mobile as she gently places their hands under the water. Other children stand unsupported and place their hands under the water spout in readiness for the childminder to turn the tap and release the water.

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Inclusion Expected standard

Additional funding that children receive is used effectively. The childminder carefully selects resources that help individual children to make progress in their learning.

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Leadership and governance Expected standard

The childminder's priority is the children's welfare. She effectively tailors her provision to meet the needs of different children and has created a lovely environment where children are highly valued as individuals. She reflects on her provision on a regular basis and makes relevant changes to reflect the emerging needs of the children. The childminder manages her own workload well, while making sure she stays up to date with any statutory changes.

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Leadership and governance Expected standard

The childminder has high expectations for her provision and continually increases her child development knowledge. She completes relevant and high-quality training that will have the most impact on any children in her setting, particularly those who are disadvantaged, those with special educational needs and/or disabilities and those known (or previously known) to children's social care. For example, following completion of a behaviour course, the childminder has a wealth of strategies to implement should any unwanted behaviours arise, and to support positive behaviour.

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Leadership and governance Expected standard

The childminder maintains highly effective, trusting relationships with parents and carers. They work closely together in partnership, sharing important information about children's wellbeing and development.

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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 well cared for in this nurturing and inclusive setting. The childminder is kind, patient and knowledgeable about how to help children settle in, develop and learn. Relationships with the children are very positive. They approach her for a reassuring cuddle and snuggle with her as they listen to stories. The childminder has high expectations of all children, and they respond with great enthusiasm. Children develop wonderful relationships with each other. She supports them to value each other's opinions as she includes opportunities for taking turns and sharing into her sessions. This helps to create mutual

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About this setting

Unique reference number (URN): 2749714 respect and a harmonious atmosphere. Children laugh alongside her as they all join in enthusiastically with familiar action songs, taking turns to make different animal noises.

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About this setting

Children have multiple opportunities to make decisions. The childminder offers choices throughout each day, such as asking individual children which book they would like to listen to or which song to sing. This helps children feel that they belong, are important and their contributions are valued.

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About this setting

All children achieve well, including those who are disadvantaged or face barriers to their learning and/or wellbeing. From their individual starting points, the childminder carefully plans activities and gives support to help them reach their specific next steps. Their uniqueness is valued and embraced. The childminder follows children's interests and uses these to plan motivating activities designed to help children reach their next milestones. For example, the childminder places farm animals on a stand to encourage children to stand and strengthen muscles in their legs, preparing them for walking. Children manage risk when running down a small ramp outside, squealing with great delight as they change their leg stride to adapt to the change in incline.

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About this setting

The childminder works closely with families to promote regular attendance, and absence levels are low. This helps children to settle quickly and thrive.

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Next steps

The childminder should provide children with sufficient time to process information and respond during conversations.

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About this inspection

The inspector spoke with the childminder and parents 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00

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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

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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