Childminder

Childminder

Unique reference number (URN): 2761802 Registered with Ofsted: 03/11/2023 Registers: EYR, CCR

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 are acquiring the skills needed to be motivated learners. They are all developing well and are making good progress in all areas of the curriculum, including communication and language. For example, young children use signs to communicate their wants and needs, helping them remain calm as they are understood. Children are very engaged in activities and show a real interest in what they are doing, as the setting is expertly tailored to their interests and developmental level. They notice the world around them, including aeroplanes in the sky, and point excitedly and say the word when one flies past. They are learning to share and take turns, and do simple maths as they pour and fill containers, play with scales, and sing Five Little Ducks. They enjoy listening to stories and join in with the animal sounds in the books, and name some of the animals.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has created a calm, respectful environment with high expectations for children's behaviour. Children demonstrate kindness towards one another and play cooperatively, both alongside and together. For example, they find wellie boots for their young friends when getting ready to go outside. The childminder is a good role model, demonstrating to young children how to share and take turns. For example, when children want the same toy, the childminder calmly explains that it is already in use and supports them in choosing an alternative or waiting until it becomes available.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children are very happy. The youngest children show they understand the routine and feel secure when they sign 'food' when the childminder says it is lunchtime. The childminder is very efficient at noticing what young children want to do and following their lead. They are very happy and content.

p.2

Behaviour, attitudes and establishing routines Strong standard

Parents understand the expectations of children arriving at a similar time and attending regularly, as this is made clear when children first start. Parents know to call if they are going to be later than their expected time, and the childminder calls families if children do not arrive when expected.

p.2

Children's welfare and wellbeing Strong standard

The childminder is highly skilled at supporting children to express and manage their emotions and to develop a real sense of emotional wellbeing. She teaches children to learn to get along and share. The childminder recognises what is developmentally appropriate for the children's age, and supports them accordingly. For example, she sits with young children as they share the toy lawn mower, praising them when they take turns, and helping them to know when to swap over. The childminder takes time to get to know children and families well. She helps children feel happy and secure by following their lead and praising their efforts. She allows them to take risks. For example, she notices that very young children want to climb the ladder to the slide, supports them in doing so, and celebrates with them when they succeed. All children, including those with special educational needs and/or disabilities, have many

p.2

Children's welfare and wellbeing Strong standard

opportunities to develop long-lasting healthy habits and skills needed throughout life. For example, children learn to wash their hands after playing outdoors, and before eating, to 'remove germs.' They discuss the healthy food they are eating, as they sit together sociably at mealtimes, discussing how juicy apples are good for their bodies. They benefit from daily outdoor play, where they have regular opportunities to climb, run and be physically active together.

p.3

Curriculum and teaching Strong standard

The childminder is very effective at teaching the children in their everyday play, through the resources she provides and her skilful interactions. They have many opportunities to develop the skills they need to be successful lifelong learners. For example, they develop their fine-motor skills as they scoop and pour sand and draw circles on the chalkboard. They learn simple maths skills as they play with the scales, discussing which is heavier - the digger or the duck. They learn to get along as they play together, sharing toys and taking turns.

p.3

Curriculum and teaching Strong standard

The childminder is very effective at developing young children's language. She notices their attempts to speak and builds on what they are saying. For example, when children say 'red', she says 'yes, you have the red bucket. She teaches young children simple signs so they can begin communicating, such as asking for 'more' using signs, before they can speak.

p.3

Curriculum and teaching Strong standard

The childminder has high expectations of children, as she differentiates her teaching, ensuring that children of different ages and abilities get the support they need and that all, including those with special educational needs and/or disabilities and those receiving additional funding, make good progress. For example, she speaks with parents when children first start, getting to know each child's developmental starting points. The childminder observes and provides extra support where it is needed.

p.3

Inclusion Strong standard

The childminder is very inclusive of all children and families. She spends time getting to know them when children first start, and through observations and a sound knowledge of child development, she is able to quickly identify if extra support is needed and put measures in place to support children's development. For example, if children are struggling with their speech development at an age when more words are expected, she links with parents, encouraging them to see medical professionals to check for any medical reasons why children are slower to pick up language. All children, including those with special educational needs and disabilities, are achieving and developing very well.

p.3

Inclusion Strong standard

The childminder is skilled at identifying children and families who may need additional support. For example, by building good relationships with families, she can identify whether they may be eligible for funding and signpost them to extra help available in the community. She is skilled at using extra funding to provide children with additional support and resources they might not otherwise have access to, furthering their learning. The childminder engages in professional development to ensure she is up to date with current practices with supporting children with additional needs.

p.3

Leadership and governance Strong standard

The childminder ensures she is providing the best possible care for the children she minds. She keeps up to date with current practices through attending training courses and linking with the local authority and other childminders. She takes guidance on how to support all children, including those with special educational needs and/or disabilities, and those known or previously known to social care. The childminder evaluates her provision and makes changes where needed. For example, she has attended training on supporting very young children, an area in which she had less experience but is now very knowledgeable.

p.4

Leadership and governance Strong standard

The childminder is very skilled at supporting parents, for example, giving them information on healthy lunchbox ideas and how to access funding. She consistently provides parents with ideas for supporting their children's learning at home. For example, the childminder shares key stories and topics they will be looking at over the next few weeks, along with activities families may like to try at home. Parents comment on how helpful they find this communication. The childminder provides children with a range of experiences, such as visits to local animal parks and childminding groups, giving them opportunities to socialise with a wider group of children.

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

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

Children are thriving at this extremely safe, welcoming setting. They show a real sense of belonging, confidently leaving their parents on arrival and excited to see the childminder. Children quickly become engaged in the exciting activities on offer. They are happy to see their friends, and although young, through the childminder's excellent role modelling, they are learning the skills needed to play and share successfully. Children start to learn about emotions as the childminder talks about how children feel sad when someone takes a toy from them. She supports very young children in sharing and taking turns, such as helping them know when it is their turn with the toy lawnmower. The childminder has consistent routines and high expectations, so children feel secure in knowing what is expected of them. Children are very happy, and their behaviour is excellent.

p.5

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

Children really enjoy their learning because the childminder bases it on their interests and skill level, and weaves it into their play. For example, children learn mathematical language as they talk about having 'more' sand in their pots while digging in the sand. They experience simple science as they discuss how the sand changes when they pour water onto it. Children make secure progress, including those with special educational needs and/or disabilities.

p.5

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

Children have many opportunities to develop in all areas of learning, including communication and language. Children hear language in a variety of ways throughout the day, learning new vocabulary as they have fun. For example, the childminder provides running commentary as very young children play, giving words to their actions. She reads stories throughout the day and regularly engages the children in song.

p.5

Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

p.5

About this inspection

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

p.5

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.

p.5

About this setting

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

p.6

Facts and figures used on inspection

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.6

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.

p.7

Urgent improvement

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.7

Urgent improvement

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

p.7

Urgent improvement

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

p.7