Childminder

Childminder

Unique reference number (URN): 2765633 Registered with Ofsted: 19/01/2024 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

All children consistently achieve well in their learning, including those who face barriers to their learning. Children make very secure progress in their physical development. For instance, children under two years of age learn to pull themselves to balance and walk; while older children learn to run and jump. Children who need extra support in their physical development learn to balance through targeted activities. Older children express themselves clearly and develop a wide vocabulary. Younger children learn single words and quickly learn to form simple sentences. Children make secure progress in their personal and social development. Older children learn to put on their coats and shoes while younger children learn to feed themselves. Children gain valuable skills in preparation for school.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has strong, trusting relationships with children. Young children readily go to her when they are feeling tired and in need of a warm cuddle. The childminder provides a very positive learning environment where children are highly motivated to learn. She praises children explicitly, for example she says "Well done!" to younger children who stack cups in the correct order. This encourages children to concentrate and persevere with tasks. The childminder aims to understand any triggers for unwanted behaviour so that she can mitigate these. She talks to children to find fair ways to resolve any differences they have between them. The childminder uses a range of effective strategies to manage children's behaviour appropriate to the needs of child, including those who face barriers to learning. She acts as a positive role model to children, showing gentleness and kindness to all children. The childminder reads books about kindness to children and teaches children to be

p.2

Behaviour, attitudes and establishing routines Strong standard

gentle with each other. She ensures that children consistently have opportunities to mix and learn to play with other children, for example through regular visits to playgroups. The childminder emphasises the value of regular attendance to parents to support children's development.

p.2

Curriculum and teaching Strong standard

The childminder provides a thoughtful, ambitious curriculum that consistently meets the needs of all children, whatever their starting points. She finds out about children's starting points when they first arrive and uses regular observations, including two-year-old progress checks, to determine children's skills. The childminder uses this information to provide children with developmentally appropriate activities. The childminder prioritises children's physical, personal, social and emotional development. For instance, she promotes children's independence very effectively. Younger children learn to select toys and resources of their choice and all children help to tidy away toys after play. The childminder helps children to gain very secure communication, language and literacy skills. She has a wide selection of high quality books suitable for children of different developmental stages. Children independently select stories of their choice and have a real love of books from which they

p.2

Curriculum and teaching Strong standard

learn new words. The childminder frequently reads stories to children in lively tones, often using props which highly engages children. She interacts with children in highly effective ways through well-structured activities. For example, the childminder evokes children's curiosity by shaking a tin box and uses words to describe the sound it makes. The childminder presents challenges to young children who try to slot large bright buttons through slots in the tin. They show very good levels of concentration and perseverance to achieve the task. The childminder teaches children mathematics successfully. For example, the childminder counts the number of animals with children when out on farm visits. She teaches children words like "long and short" as they squeeze and stretch a flexible toy. These wide-ranging and highly suitable activities consistently provide excellent preparation for children's next stage of learning, including those who face barriers to learning.

p.2

Inclusion Strong standard

The childminder monitors children's progress with vigilance. She has attended level 3 special educational needs coordinator training and uses this expertise to readily identify if a child is falling behind in their learning. The childminder talks to parents about any concerns about a child's progress and works with parents to support children's progress. For example, she offers ideas to parents on ways they can support children's physical development to help children get back on track. She makes highly effective adaptations to routines and activities to promote best outcomes for children. For instance, the childminder incorporates lots of targeted outdoor activities to meet the needs of children who need extra support in their physical development. This provides very effective support to children who face barriers in their learning. She assesses children regularly, plans, implements and reviews activities to ensure that they continue to meet the individual needs of children. The

p.3

Inclusion Strong standard

childminder has very secure understanding of the role of health professionals. She advises parents to contact their doctor or health visitor for further support as required. The childminder would ensure that any additional funding for children with special educational needs and/or disabilities is used to purchase specific resources to help meet the individual needs of the child.

p.3

Leadership and governance Strong standard

The childminder consistently enjoys highly effective partnerships with parents. She uses flexible ways to ensure parents are regularly updated on children's progress and activities. For instance, the childminder gives comprehensively detailed feedback to parents through daily verbal feedback and secure electronic messaging. The childminder works very closely with parents to support children's development. For example, she liaises with parents to support children independence skills, and toilet training. Parents written comments read during the inspection state that the childminder is kind and patient and children flourish under her care. They state that communication is excellent and the provision is well- organised. The childminder constantly evaluates her provision and has insightful awareness of her strengths and areas for development. She sets highly relevant goals to build ongoing improvements to benefit all children, including those who face barriers in learning. The

p.3

Leadership and governance Strong standard

childminder is highly committed to her professional development. She holds a level 3 NVQ childcare qualification and attends ongoing training in areas, such as supporting speech and language. This has led to improved understanding and better outcomes for children.

p.3

Children's welfare and wellbeing Expected standard

The childminder has secure and responsive relationships with children. She displays photographs of children and their families and this strengthens their feelings of security and belonging. The childminder consistently ensures children are safe when they are in her home and when they are out on trips with her. She has high standards of cleanliness and thoroughly checks all rooms, toys and resources to ensure that they are safe for children's use. Older children act as role models to younger ones on how to act in safe ways, such as how to use the stairs carefully. The childminder teaches children about road safety. She ensures that children's sleep and meal time routines are safe and suitable for children, including those who face barriers to learning. The childminder consistently promotes healthy eating and ensures that packed lunches are stored appropriately. She teaches children about the value of eating well. For example, she uses fun games where children look at

p.4

Children's welfare and wellbeing Expected standard

different food items in the box and decide if they are healthy. Children learn about different feelings through using emotion cards to that represent how they feel. Children learn how to manage their emotions, for example older children rest quietly on cushions when they want to be calm. However, the childminder has not considered different ways to teach children about oral hygiene. This means that children do not fully understand how to take care of their teeth and gums.

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

Children are deeply curious, highly motivated happy learners in this very well-organised environment. They eagerly explore their environment and play with a purpose. The childminder has close, warm relationships with children and highly values each child. For example, she greets children warmly as they arrive and helps them to feel a strong sense of belonging. Children select their names on a board and are greeted in song. The childminder takes care to ensure that children settle well by finding out about children's skills , routines and interests which she reflects in different activities. Children feel safe and secure and develop positive relationships with each other. For example, older children are caring towards younger children.

p.5

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

All children consistently achieve well from different starting points, including those who face barriers to learning. They are highly confident and independent learners. Children gain very useful skills and knowledge that prepares them extremely well for their next stage of learning. Children smile happily as they enjoy exploring the texture of sand while filling and emptying buckets. They press sealed packets containing coloured paint to observe changing patterns. This helps to support their creative development effectively. The childminder supports children's understanding of the world well. For example, she places caterpillars in a jar and explains to children how they will change into butterflies. The childminder takes children on visits to the local farm where she teaches them names of different animals and children learn about how they live. She uses in-the-moment teaching well to enhance children's understanding of the world. For instance, children look through

p.5

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

the window and the childminder teaches children about weather. She tells children that it is a sunny day and the sky is blue. Children attend regularly and punctually. The childminder encourages this by talking with parents about how this supports children's progress.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Next steps

The childminder should strengthen the curriculum to motivate children to develop long- lasting healthy habits, particularly in relation to oral hygiene awareness.

p.6

About this inspection

The inspector spoke with the childminder and children. She considered parents comments 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.

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.

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.8

Urgent improvement

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

p.8