Childminder

Childminder

Unique reference number (URN): 2754003 Registered with Ofsted: 11/12/2023 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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Behaviour, attitudes and establishing routines Strong standard

The childminder builds warm and respectful relationships with children. She stays close and offers reassurance, when children need it. Children explore independently, they know the childminder is available to help them. Children demonstrate superb manners, saying 'yes please' as the childminder asks them if they would like more fruit. Children behave extremely well together. They learn to take responsibility as they help with keeping the environment safe and tidy. They look after toys and equipment with the childminder's support. The childminder gives lots of praise and encouragement for children's attempts and achievements. She consistently promotes their self-esteem to higher levels. As a result, children develop an excellent understanding of right and wrong and show pride in their achievements. The childminder monitors children's attendance closely and takes decisive action to work flexibly with families to accommodate their changing needs. This ensures that

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Behaviour, attitudes and establishing routines Strong standard

children continue to benefit from consistent routines, which very effectively supports their emotional security and overall wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder ensures that children have a highly engaging environment that reflects their interests and evolves to provide an inclusive and safe space for all children. The childminder knows the children extremely well and is skilled at incorporating their individual care routines seamlessly into the daily plans. For instance, she checks throughout the day to remind children about using the bathroom as they develop their personal hygiene habits.

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Children's welfare and wellbeing Strong standard

The childminder understands the importance of the emotional bonds that she establishes with children. Children enjoy the cuddles and reassurance the childminder gives them, when they need comfort. When children experience changes in their home lives, the childminder is acutely aware of this and the impact it might have on their wellbeing. By taking swift action early on and putting a range of support in place, children cope with the changes well. Children's ongoing welfare is a priority for the childminder. For example, she knows how to minimise the risks to young children of choking when eating and has robust procedures in place to ensure that any children with allergies or intolerances are included and kept safe from harm.

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Achievement Expected standard

All children, including those with barriers to learning, make good progress from their starting points. Achievement could be enhanced further through consistently highly effective adult interactions during play. Children form secure relationships and cooperate well as they share resources and take turns with their friends. They know how to keep themselves safe and understand the rules and expectations for play, both indoors and outdoors. Children are very well supported to develop independence in their personal care and self- help skills, preparing them well for future learning. They enjoy many opportunities to strengthen their muscles and develop coordination through physical activity and the use of a range of tools. For example, they cut play dough with scissors and use safety knives to prepare their own fruit for snack. This helps to build hand strength and control. Children are inquisitive and eager to investigate how things work. For instance, they draw with chalk and

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Achievement Expected standard

explore how water washes the chalk away. They benefit from a rich range of opportunities to learn about similarities and differences as they explore the local community.

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Curriculum and teaching Expected standard

The childminder is committed to supporting children as they learn a range of life skills in preparation for school, including understanding emotions and establishing effective hygiene routines. The childminder is aware of the important role outdoor play has in supporting the children's physical health. The childminder ensures the curriculum incorporates all areas of learning and is taught well. Children are supported to build on language skills as they are encouraged to repeat new vocabulary they hear as they talk to the childminder. Children have lots of fun as they explore sensory activities and use small motor skills as they practise using scissors to create butterflies with dough. The childminder weaves mathematical ideas into their play, such as enhancing children's understanding of colour as they enjoy pouring water into coloured funnels and experimenting as they add coloured liquid to water to see

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Curriculum and teaching Expected standard

The childminder helps children to take appropriate risks in their play, such as navigating space as they play outside and learning to cut fruit safely for their snack. The childminder provides guidance and models safe practices, ensuring children understand how to manage risks independently. This approach builds children's confidence and physical skills, including coordination and balance, well. Teaching is not always consistent. For example, when the childminder asks children relevant questions to gauge what they already know, she does not always allow enough time for children to think and fully respond before helping them with a response. The childminder recognises there is still some work to do to ensure her teaching is consistently highly effective, to help ensure that every interaction they have with a child extends learning as much as possible.

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Inclusion Expected standard

The childminder quickly identifies children's emerging needs when they first start attending. She uses information gathered through her assessments of children's development to identify any delays. The childminder adapts routines and ensures children have wider experiences in the community, such as visiting groups together or visiting the local park. Parents appreciate the support the childminder provides in building children's skills and confidence, enabling them to widen their social groups.

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Inclusion Expected standard

The childminder is aware of the procedure to complete to check if families are eligible to receive any additional funding. She understands the importance of using any funding she receives to support children and help to minimise the impact of any disadvantage a child may face. The childminder supports children to understand about their own and others' cultures and beliefs. This includes, for example, talking to children about foods from other countries and where family members live.

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Inclusion Expected standard

The childminder is able to demonstrate how she swiftly identifies adaptations required so that she makes a difference to children's opportunities, including supporting children's special educational needs and/or disabilities. The childminder knows how to seek swift advice if she has any concerns regarding a child's development. She knows what is typical of each child at her setting and communicates this effectively with parents to help support on any areas of concern.

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Leadership and governance Expected standard

The childminder shows passion and commitment to providing high-quality care and education for all children. The childminder undertakes a programme of professional development, challenging her to continually review and improve her practice. Relationships with parents are well established, and they are encouraged to be active partners in their children's care and education through regular communication, shared observations and discussions about next steps in learning. The childminder recognises there is still some work to do to ensure consistent relationships with other settings children attend are established to work together to help children excel in their learning.

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Leadership and governance Expected standard

The childminder recognises the individual needs of the children within her setting and adapts the environment accordingly. As a result, overall, all children benefit from a learning environment tailored to meet their unique requirements.

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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 extremely well as the childminder offers praise and reassurance and responds to their changing needs. This helps children to feel safe and secure. Children are extremely happy in the childminder's care and display high levels of self esteem and confidence. Children are supported very well to make choices in their play, and they repeat familiar activities, as they expand their knowledge. For example, children enjoy playing with coloured water funnels outside and younger children can name a vast range of the colours. Children gain confident control of their small-muscle skills as the childminder teaches them how to hold a safety knife to cut their fruit at snack time and independently wash their hands before eating.

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

Children have close relationships with the childminder and enjoy hugs for reassurance. Children spend much of their time exploring the local and wider community with the childminder. They visit organised groups and meet other children and adults. The childminder has high expectations for children's behaviour and is a positive role model. She praises children for sharing and being kind to their friends. The childminder makes sure she gives children consistent messages to support them as they learn how to interact and take turns with friends. She uses a variety of situations to teach the children about emotions. For instance, they discuss how their friends might feel if they were to take the all the toys they are playing with away from them. The children are developing new skills and building their confidence as they gain a sense of belonging.

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Next steps

The childminder should embed highly effective teaching interactions consistently during children's play and learning, in order to challenge their thinking and extend their learning

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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Age range of children at the time of inspection

even further. The childminder should consistently engage with other settings children attend to help children be prepared at times of transition and help excel in their learning.

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About this inspection

The inspector spoke with the childminder during the inspection and took account of parents' written testimonials.

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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

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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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