Childminder

Childminder

Unique reference number (URN): 2744811 Registered with Ofsted: 10/11/2023 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 typically learn and remember more as a result of the childminder's teaching. For example, all children achieve in their communication and language, overall making effective progress. Children with English as an additional language are taught to join words to form sentences in English. They become confident speakers. All children develop attention and listening skills matched to their age and stage of development as they listen and sing along to songs and rhymes.

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Achievement Expected standard

Children, including those who face other barriers to their learning and/or wellbeing, benefit from regular visits to the local forest and leisure centre. Children gain a greater knowledge and understanding of the world around them. They have learned to closely observe the seasons and draw their own conclusions about the weather. Children have gained increasing confidence in holding conversations about the insects they have seen. Children develop their core muscles by being physically active in outdoor areas and learn to hold paintbrushes, strengthening their finger muscles. In general, every child succeeds and flourishes in this environment.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and any assistants who work with her build positive relationships with all children. They are good role models for them. Staff support children in playing alongside their friends, creating a positive environment. For example, they encourage children to say 'thank you' after helping them and praise children for trying their best. This helps all children feel a sense of belonging and safety. However, staff do not consistently help children embed the routines they have put in place for them, such as tidy-up time. This means that children are not always clear about what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy activities such as circle time. For instance, children sit patiently as they listen for their name to be called, waiting for their turn to choose a rhyme using pictures and props before singing. This focused teaching increases children's executive functioning skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents to ensure all children attend regularly. She has put systems and monitoring procedures in place to encourage attendance at her setting. Parents report that the childminder's outdoor trips have helped their children better understand the world around them. This ensures children regularly attend, as parents have seen how regular attendance at the setting has increased their children's learning and development.

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Children's welfare and wellbeing Expected standard

The childminder has created a welcoming space for all children to learn and explore through play. She clearly recognises the individual needs of children and is attuned to their characters. For example, when the childminder notices changes in children's emotions, she quickly checks in with them. During sleep times, the childminder checks in with children and follows the latest guidance. This ensures that children have developed secure attachments to their key persons. Overall, the childminder generally provides a safe and nurturing environment for children to feel a sense of belonging and supports them with their emotional and social development.

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Children's welfare and wellbeing Expected standard

Children benefit from healthy, nutritious snacks such as kiwi, apples and bananas. They pour themselves some water from a jug independently. Children are supported to develop an understanding of their personal safety. The childminder adapts what she offers children during snack time based on conversations she has with parents in the morning. For example, she offers children cereal when she knows they have had little for their breakfast. The childminder provides parents with information on packing a healthy lunchbox for their children. In addition, she recognises when individual children need extra support in toothbrushing. For example, she develops activities around healthy teeth. This helps children to learn about physical development, caring for their own bodies and making healthy choices in their diet.

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Curriculum and teaching Expected standard

The childminder considers the individual needs of all children. She finds out about their interests because she understands they help keep individual children engaged and supported in their play. The childminder has designed an ambitious curriculum for all children. She confidently adjusts her teaching methods to ensure children learn and achieve, including disadvantaged children and/or those who face other barriers to learning and/or wellbeing.

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Curriculum and teaching Expected standard

Children typically show that they are confident to explore their environment independently. They select from a wide range of resources. For example, children connect train tracks and carriages. The childminder teaches children about numbers as she helps them count the number of carriages they have connected. This helps children develop their mathematical skills.

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Curriculum and teaching Expected standard

Children are developing their communication and language skills. They enjoy selecting their favourite rhymes to sing out loud with their friends. Children become confident in their personal and social development through the discussions they have about the colours they have chosen to mix to create their flowers. Furthermore, they develop their physical skills by handling paintbrushes and making insects from play dough. The childminder identifies gaps in children's learning. She purchases books through the early years pupil premium to develop children's vocabulary and to develop their love of books.

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Inclusion Expected standard

The childminder demonstrates she has the knowledge to identify a child who may need extra support in their learning and development. For example, the childminder uses a speech and language toolkit to help her identify any gaps in children's communication and language. This helps her to correctly identify support and use key strategies to help children make the progress they need in their speech, language and communication.

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Inclusion Expected standard

The childminder uses early years pupil premium funding to develop children's vocabulary. She purchases resources such as books to develop a love of reading. Furthermore, the childminder takes children on visits to build on their knowledge of the world. This provides children with experiences that may not be available to them. As a result, children thrive, and these opportunities raise their learning and development.

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Inclusion Expected standard

The childminder demonstrates her knowledge through the online training she has received to ensure she is well equipped to support children with special educational needs and/or disabilities (SEND). For example, she observes children to plan focused learning activities and assess their abilities. The childminder also collaborates with parents and other agencies to make referrals for the support that individual children may need. As a result, children with SEND make the best possible progress.

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Leadership and governance Expected standard

The childminder is committed to providing children with the best care and education. She knows the individual needs of children, including those who face other barriers to their learning and/or wellbeing. The childminder uses the early years pupil premium to purchase books to help increase children's vocabulary. She collaborates closely with other professionals when she identifies individual children who need additional support, such as speech and language support.

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Leadership and governance Expected standard

The childminder demonstrates a caring nature and is considerate towards any assistants who work with her and their wellbeing. She provides them with regular catch-ups through staff meetings, including discussions about keeping children safe and their wellbeing. However, support for her assistants is not yet embedded effectively through training and supervision, with targeted opportunities to develop the knowledge and skills they need for teaching.

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Leadership and governance Expected standard

The childminder understands her families and works effectively together with parents to ensure all children attend regularly. Parents report that their children have grown in their independence skills, such as being able to take off their own shoes and coats. They note that the outdoor visits and unfamiliar places introduced by the childminder have supported their children's learning and development. This ensures that partnerships with parents are established positively.

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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 enjoy their time at the nurturing childminder's home. They are warmly greeted by her and any assistants. Children take off their own shoes and coats. This helps children to settle into the homely setting. Children are independent learners. They are confident to explore their environment and to play and learn through the variety of experiences on offer. Children choose to put together train tracks using wooden pieces. They connect carriages together. The childminder teaches children to count the carriages they connect as they place them on the track. This ensures children are developing their number skills. Children have fun playing alongside their friends. They develop social skills through sharing. Children make insects from play dough and talk about their spider creation. In addition, children select rhymes and enjoy singing along with their peers. This helps children develop their personal, social and emotional skills. Children feel at ease around every staff member. For

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

example, they seek comfort and cuddles from them whenever they need reassurance. This enables children to feel safe and emotionally secure.

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

Children become active by spending time outdoors. They visit the local forest and leisure centre. All children, including those from disadvantaged backgrounds, benefit from these visits. The childminder has taken time to find out what children need to learn next in their learning and development. She collaborates with parents to learn about what their children are interested in. Children with English as an additional language and their families are fully supported to feel integrated. As a result, children are learning the essential skills they need to ensure they achieve. In addition, the childminder recognises the importance of regular

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 07:00 - 19:00

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Facts and figures used on inspection

attendance, which supports children to learn and develop. She has put in place systems and processes for monitoring attendance at her setting.

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Next steps

The childminder should support her assistants to embed routines with children, such as tidy-up time. The childminder should strengthen support for her assistants through training and supervision sessions to enhance their knowledge and skills in teaching.

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About this inspection

The inspector spoke with staff and children, and took account of parents' views 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. 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. 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 .

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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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