Childminder

Childminder

Unique reference number (URN): 2775314 Registered with Ofsted: 08/02/2024 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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Achievement Strong standard

Children learn a range of skills which are appropriate for their age and beyond. For example, they use child-safe knives to cut their own bananas after peeling them. Children learn a range of mathematical language and confidently use this within their play. For example, they discuss how they have cut their banana in half.

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Achievement Strong standard

Children are becoming confident communicators, ensuring they are able to express their needs. For example, children confidently ask to use the bathroom. Children are beginning to tend to their own personal care needs, such as using the bathroom independently. They also ensure they wash their hands after they have done this.

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Achievement Strong standard

During play, children learn skills such as how to use scissors safely and other one-handed tools. This helps develop their fine motor skills. All children make steady and consistent progress from their starting points. They are well prepared for their next stage of learning, such as school.

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Curriculum and teaching Strong standard

The childminder has developed a well-planned curriculum that supports children in all areas of learning. Activities are carefully planned to build on children's next steps in learning. For example, the childminder plans an activity to support children's physical development, using play dough. The activity is skilfully adapted for individual children. Some children are further supported in using scissors. For others, the childminder focuses on developing their communication skills and confidence within group activities.

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Curriculum and teaching Strong standard

The childminder invites external professionals into her home to support the delivery of a broad curriculum. These include teaching children different languages and developing their physical development through music and dance sessions. This helps to develop children's confidence with new experiences and when meeting new people.

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Curriculum and teaching Strong standard

Mathematical concepts are taught through daily play and more structured teaching opportunities. The childminder teaches children about the properties of a hexagon as they come across the shape within their play. They count the sides together. During snack time, the childminder supports mathematical language further. They count their pieces of snack and use language such as halves and quarters.

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Inclusion Strong standard

The childminder identifies when children may need additional support in their learning. She shares her concerns with parents in a sensitive and supportive way, ensuring she signposts them to the correct support.

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Inclusion Strong standard

The childminder has a clear understanding of the referral process. She knows how to seek support from external professionals when required. She ensures she shares her findings

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Expected standard

with other settings that children may attend. This ensures a consistent approach, and parents and other settings can continue to support children without delay.

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Expected standard

The childminder is aware of potential barriers to children's learning. She forms positive relationships with parents, which means she can openly have sensitive conversations with them. This also means she understands the context of the family and enables her to provide the best possible support for children's individual circumstances.

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Expected standard

The childminder carefully considers children's individual needs and barriers to learning when planning external trips and additional experiences she adds into her curriculum. For example, she puts in place adaptations if on trips and outings to ensure all children can safely take part. When planning for external professionals to come into the setting to deliver extra experiences, the childminder considers which children this would have the biggest impact on and plans them for these days.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets high expectations for children's behaviour. Children show kindness to one another. For example, during a play dough activity, children ensure the dough is shared equally. The childminder teaches children how to keep safe. For example, she has discussions with children about using knives and scissors safely. The childminder supports children's positive attitudes to learning. She offers them guidance and support during activities. For example, she reassures children during snack time, offering help when they need it to peel their bananas.

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Behaviour, attitudes and establishing routines Expected standard

Some routines are in place, and these are commonly understood by children. For example, when children sit at the table for their meals, the childminder encourages them to wait until their friends have finished. However, some routines throughout the day are not yet fully established. For example, children are not encouraged to tidy away the toys after playing with them or at times of transitions, such as before lunch. This means the play space becomes cluttered and children don't always know what to play with next.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages parents to ensure children attend their planned sessions. She follows up on any non-attendance in line with her policies and procedures. Children have formed positive bonds with each other and the childminder.

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Children's welfare and wellbeing Expected standard

The childminder has formed positive and nurturing relationships with children and their families. She ensures she plans settling-in sessions when children first start and works closely with parents during this time.

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Children's welfare and wellbeing Expected standard

The childminder provides children with a healthy diet and supports positive attitudes towards food. Children confidently help themselves to a tray of pre-prepared food, ensuring they have enough to eat. This also gives them the confidence to take the foods they know they will enjoy. Mealtimes are a sociable event in which the childminder and children sit and discuss what they are eating. The childminder supports children's understanding of oral hygiene. This is also taught through trips to local museums, in which children can explore this even further.

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Children's welfare and wellbeing Expected standard

The childminder teaches children about privacy. She ensures children respect boundaries and others' privacy when using the bathroom. Children are beginning to tend to their personal hygiene. For example, they know they need to wash their hands after going to the bathroom. However, children do not consistently have opportunities to develop other self- care skills, such as independently helping themselves to tissues. Additionally, children regularly drink from water bottles and only have the opportunity to use open cups during the summer when they are outside. As a result, they do not develop the skills needed to pour their own drinks or drink from open cups.

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Leadership and governance Expected standard

The childminder recognises her strengths, including her inclusive approach and the high- quality teaching she has developed over time. She has a clear plan on place for development. For example, the childminder has plans to further develop her outdoor space.

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Leadership and governance Expected standard

The childminder ensures mandatory training is up to date. For example, she completes regular safeguarding training and first aid. However, she has not yet prioritised additional training to better support individual children. The childminder has identified this as an area for development and plans to access further training in the near future.

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Leadership and governance Expected standard

The childminder engages with parents on a regular basis. She speaks with them about any developmental concerns she has about their children. This is done at the earliest opportunity so parents can support children's learning at home. The childminder shares photos with families so they can see what their children have enjoyed doing throughout the day, which offers beneficial reassurance to parents on children's wellbeing.

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Leadership and governance Expected standard

Where necessary, the childminder shares information with other settings that children have attended. This ensures consistency and ensures there is no delay in getting external support where necessary. The childminder already has plans in place to support a group of children as they transition to school.

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Leadership and governance Expected standard

The childminder provides opportunities for children to explore the local community. She works closely with other childminders to share good practice. Trips and outings with these childminders help children benefit from larger groups and increased socialisation.

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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 kept safe within this childminder's home. She strives to provide children with a home-from-home experience and likes to think of the children as an extension of her own family. The childminder takes children on meaningful trips and outings. Children benefit from meeting up in larger groups with other childminders and their children. This helps to develop their social skills.

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

The childminder recognises children's individuality and what makes them unique. She carefully plans experiences to meet the needs of individual children. The childminder is

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About this setting

Unique reference number (URN): 2775314 highly effective at teaching children in the moment. For example, a discussion leads to a focus on fossils from dinosaur footprints. The childminder is continuously considering ways in which she can further this learning, such as going to find fossils at the beach.

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About this setting

Children remember their previous learning through careful guidance from the childminder. During discussions, children talk about the seasons. The childminder asks children if they can remember what season it currently is. They talk about this in further detail, for example, we are still in spring, although on warmer days it can begin to feel like summer.

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About this setting

Children form positive relationships with the childminder and each other. The childminder supports children to settle in, especially those who find this harder than others. She supports children to work alongside each other and promotes positive attitudes to their learning. Children enjoy a wide range of engaging activities and outings with the childminder.

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About this setting

Children develop a range of skills that help prepare them for their next stage of learning, such as school. They begin to tend to their own personal care needs and independently choose what they would like to eat. The childminder supports a love of books and reading. Children sit and enjoy stories that are read with enthusiasm by the childminder.

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Next steps

The childminder should develop her routines further ensuring these are consistently embedded, to teach children the value of these and develop their self-care skills and independence further.

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About this inspection

The inspector spoke with the childminder, children 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 : 07:30 - 17:30,Friday : 08:00 - 16:00

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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

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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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