Childminder

Childminder

Unique reference number (URN): 2733013 Registered with Ofsted: 10/10/2023 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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Achievement Expected standard

Children make positive progress from their starting points in all areas of learning. Children develop their physical skills well. They learn to climb, run and balance when accessing the outdoors. Children enjoy joining train tracks to push trains up and down. Children develop their hand muscles. This helps to prepare children for their next stage in education, such as school.

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Achievement Expected standard

Children develop their understanding of the world. They explore ladybirds in the garden, discussing how many legs they have, what they eat and their features. Children develop their communication and language skills well. They enjoy listening to familiar stories, where they join in with repeated words from the book. Children re-enact stories using small-world toys, listening to which character is next. However, on occasion, children do not consistently have opportunities or experiences to make even better progress in their achievements.

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Behaviour, attitudes and establishing routines Expected standard

Children form positive bonds with the childminder. They show signs of respect and follow the childminder's expectations. Children know where their coats and shoes belong. They also work well as a team by tidying up their outdoor area, which the childminder models alongside them. When the childminder calmly reinforces rules, children listen and follow swiftly. The childminder uses distraction to support younger children to be patient. Additionally, the childminder informs children regularly of what is happening next to support their understanding and to wait. The childminder also informs parents and carers about the importance of attendance and punctuality. She regularly monitors for patterns and offers support to parents when, on occasion, they are running late.

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Behaviour, attitudes and establishing routines Expected standard

Generally, the childminder encourages children to work together. For example, when children show an interest in pushing cars down the slide, the childminder encourages other children to catch them. Children learn to play alongside each other. Furthermore, the childminder encourages children to take turns. She uses children's names to help them to understand whose turn it is next. However, on occasion, the childminder does not embed high-quality teaching to help sustain children's attention during activities and interactions, particularly for younger children.

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Children's welfare and wellbeing Expected standard

The childminder promotes positive health and hygiene in her home. Children know to wash their hands before lunch and eat their main meal first, receiving encouragement from the childminder. The childminder shares advice with parents and carers about healthy lunches to support their children to access a balanced diet. She introduces new fruits within her home to provide a range of healthy foods weekly. The childminder also gathers vital information to adapt her resources and provision to meet the needs of the children, such as information on allergies. Furthermore, the childminder helps children to learn about oral hygiene. She plans visits to their local dentist, shares information with parents and adapts her teaching to help children learn about the importance of cleaning their teeth. For example, children learn to brush their favourite toys' teeth during free play.

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Children's welfare and wellbeing Expected standard

Children develop their emotional understanding well. The childminder labels emotions for younger children and problem-solves with older children during times of conflict. For example, the childminder explains how others may feel based on children's actions and talks about what to do next time. Children also develop their social skills well. They develop positive relationships with the childminder, where they seek her for comfort and reassurance. The childminder is responsive to children's needs. For instance, when younger children show signs of tiredness, the childminder supports them to nap.

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Curriculum and teaching Expected standard

The childminder has an ambitious curriculum where she generally adapts her teaching to meet children's needs. She knows what she wants children to learn and do next. The childminder uses longer sentences with older children and phrases and words for younger children. Overall, she builds on children's language skills appropriately for their age and stage of development. The childminder also introduces new vocabulary and, on occasion, explains the meaning to support children's understanding of the world. For instance, when making a model antenna for a ladybird, the childminder explains how they use them to feel around the environment to see.

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Curriculum and teaching Expected standard

The childminder regularly assesses children's learning to tailor planning to children's next steps in learning while following their interests. For example, when children show an interest in cars, she extends children's learning by introducing a car wash to their play. Children copy and develop their knowledge and understanding. The childminder also prioritises developing children's physical development. She provides plenty of opportunities and supports children to climb apparatus at the home and in the community, such as their local park. Children also develop their smaller muscles. The childminder models how to make shapes in the play dough, which children copy.

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Curriculum and teaching Expected standard

Typically, the childminder builds on children's counting skills, such as encouraging them to count how many eyes are on an insect. The childminder also prioritises children's wellbeing, where she supports children to settle from the very start through cuddles and reassurance, so children can confidently access her provision. However, from time to time, the childminder does not consistently extend children's learning through play to build on their knowledge, skills and understanding.

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Inclusion Expected standard

The childminder is knowledgeable in identifying appropriate next steps in children's learning. She regularly assesses children's development to inform her planning to meet children's needs. The childminder helps children to develop their social skills, especially for those who struggle to socialise. For example, she provides plenty of opportunities in the community for children to meet unfamiliar people in different places. Typically, the childminder reduces children's barriers to learning. For example, she works with parents and carers to share consistent strategies to support children's behaviour to implement at home. The childminder has also previously shared her concerns about children's development with parents to gain further support from external providers. She shares up-to-date assessments with parents to pass onto healthcare professionals for children's health review when they are aged 2 years.

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Inclusion Expected standard

Although at the time of inspection there were no children attending with special educational needs and/or disabilities, the childminder knows how to support and gain further support for children who may attend in the future. The childminder also knows how to receive and use additional funding to support those eligible in their next steps in learning. However, on occasion, the childminder does not consistently teach towards children's individual next steps in learning to help them to make even better progress.

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Leadership and governance Expected standard

The childminder works in partnership with parents and carers, and they have built trusting relationships. Parents feel well supported and enjoy having an active involvement in their child's development through ongoing communication with the childminder. The childminder shares information on children's progress and next steps to support children's learning at home. She also shares this information with schools to support smooth transitions. This supports continuity in children's care and education.

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Leadership and governance Expected standard

The childminder is knowledgeable and passionate about her roles and responsibilities. She puts children's best interests at the heart of her home. The childminder has kept up to date with mandatory training and changes to the early years foundation stage to ensure the safety of children in her care. The childminder regularly reflects on her practice and recognises areas for improvement based on children's needs. However, the childminder does not proactively put in place further training or support to develop her areas for improvement. She has not sharply focused training to further strengthen teaching practice and outcomes for children.

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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 settle well into the childminder's home. They eagerly play with the toys and resources provided. Children have a positive relationship with the childminder, such as when they seek comfort. The childminder supports children to develop their relationship skills by providing opportunities for children to play alongside one another. For instance, she encourages children to line up one behind the other, taking turns to go up and down the slide. Children play well together.

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

The childminder follows children's lead to build on their knowledge, skills and understanding. For example, when children add dinosaurs to their play, the childminder names the types of dinosaurs, which children repeat. This also develops children's vocabulary. The childminder gathers information from parents and carers on children's interests to implement in her home. The childminder uses this information to especially support those children who need help to understand the expectations for their behaviour. She uses children's interests as a distraction and gives them 2 choices.

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

Children become independent at a young age, supported by the childminder. Children get their own lunch boxes for mealtimes and feed themselves using cutlery. Older children also enjoy supporting younger children to put on their shoes when going outdoors. Children develop skills to prepare them for their next steps in education. Further to this, the childminder builds children's resilience. When children find a task difficult, the childminder encourages children to try again and models how to achieve the designed outcome. Children show pride in their achievements, trying again.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 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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Next steps

Leaders should embed high-quality teaching more securely to support all children to make sustained progress across all areas of learning. Leaders should ensure professional development is focused on improving teaching to a consistently high level.

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About this inspection

The inspector spoke with the childminder, parents, carers and children 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.

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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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