Childminder

Childminder

Unique reference number (URN): 2777232 Registered with Ofsted: 27/03/2024 Registers: EYR, CCR

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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 are typically achieving well from their starting points and are generally well prepared for the next stage of their learning. Children develop into confident, curious learners. They make choices in their play and work well with others, sharing and taking turns. Children make steady progress from their starting points in all areas of development. They learn new vocabulary as they enjoy regular story times. They thoroughly enjoy books, and older children are excited when presented with opportunities to become the storyteller.

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Achievement Expected standard

Children are confident and seek support when they need it. They are motivated to persevere and respond well to encouragement and praise for their efforts. They treat each other with respect and help each other when they can. This positive attitude to learning helps children to be ready to start nursery or move on to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a learning environment that is positive and respectful. She has high expectations for children's behaviours and attitudes, and children show kindness and care towards one another. Children share and take turns well. The childminder knows children well and builds on their interests. This supports children to see joy in learning and build their motivation and engagement. The childminder narrates children's play and introduces children to new vocabulary. She repeats it often, and children develop confidence to use it in their play. For example, as children sample new fruits, she speaks with them and names them. Children learn new fruit and vegetable names, such as aubergine, mango and pineapple. Children show confidence as they play and learn.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of children attending regularly and promotes this with parents.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically supports children's independence but does not consistently do so. For example, as children prepare for outside play, she dresses children in coats and boots and does not encourage them to try this on their own.

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Children's welfare and wellbeing Expected standard

The childminder creates a safe, warm and welcoming environment. Children transition confidently from parents into the setting and are excited about the activities prepared for them to explore. The childminder asks questions during the handover with parents to support her care. For example, she finds out about the quality of sleep children have had and if they have enjoyed breakfast ready for their busy day. This promotes consistency in care.

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Children's welfare and wellbeing Expected standard

Children's physical and emotional development are well supported. The childminder is responsive to children and meets their wellbeing needs. The childminder helps children to notice their own self-care needs. For example, she speaks with children about body signals for needing the toilet. She helps children to build healthy daily habits for lifelong good health, such as spending time in the fresh air, brushing teeth regularly and eating a wide range of fruits and vegetables. When children take part in daily outings, the childminder teaches them about road safety and keeping themselves safe. She risk assesses outings robustly and minimises risk of harm, while also teaching children to keep themselves safe as they develop their understanding of the importance of not eating anything they find when out exploring in nature.

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Children's welfare and wellbeing Expected standard

The childminder supports children's emotional wellbeing to develop. She builds relationships with children that typically help them feel secure attachment, and she supports them as they play and learn.

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Curriculum and teaching Expected standard

The childminder's curriculum prioritises building children's personal, social and emotional development. It provides children with a wide range of activities and experiences across all areas of learning. The childminder builds positive bonds with children that promote engagement, progress and wellbeing. The childminder adapts the curriculum to meet the needs of children and promote children's next steps. The childminder monitors children's progress well and uses her assessments to build on what children know and can do. Children progress well from their starting points and are supported to develop the skills and knowledge to help them transition smoothly to their next stage of learning.

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Curriculum and teaching Expected standard

The childminder supports children's language development. She introduces new vocabulary to children as they play, such as 'heavier' and 'lighter'. She supports children's early mathematical skills to develop as she teaches children about balance scales and helps them develop comparison skills as they investigate which fruits are heavier than others. Early literacy skills are well promoted. The childminder encourages children to mark make and create shopping lists. Children learn writing has meaning as the childminder asks them what fruits they have on their list to buy. As children enjoy listening to a story about fruit and vegetables, they see the letter at the start of their name in the title of the book and excitedly declare, 'That is my name.' The childminder praises their knowledge and responds, 'Yes, that is the first letter in your name. Well done for spotting it.' The childminder asks children

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Curriculum and teaching Expected standard

questions to assess their understanding. However, she does not consistently extend children's knowledge when they know the answer to the questions she poses.

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Inclusion Expected standard

The childminder knows the children and families she works with well. She works in partnership with parents and provides support and guidance to help build on children's learning and development. The childminder seeks information from parents when children start with her that helps her to build on children's current learning and promote their interests. Parents appreciate how happy their children are in the childminder's care and feel her knowledge of their children helps children to thrive. The childminder is responsive and adaptive to children's needs, and this promotes children's wellbeing. For example, when children lack confidence to separate from parents, the childminder adapts transition procedures sensitively to help children's sense of security and confidence in her care to grow. The childminder monitors children's learning well to identify any gaps in development and promote next steps in learning. The childminder has a good working relationship with the

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Inclusion Expected standard

local primary schools that children move on to and works with them to support effective transitions when children move on to school.

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Inclusion Expected standard

The childminder does not currently care for any children with special educational needs and/or disabilities. However, she demonstrates her understanding of the importance of effective monitoring and the benefits of quick identification of a need and the provision of early help. She recognises that working effectively with parents is key in ensuring children receive the right help at the right time. The childminder provides a curriculum that typically meets children's individual needs. However, she does not consistently implement strategies to best promote children's communication skills. Children do not always have time to consider the questions she asks and share their thoughts and ideas with others.

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Leadership and governance Expected standard

The childminder prioritises helping children to feel safe and secure. The relationships she builds with them are positive and respectful and help children's confidence develop. The childminder builds effective working partnerships with parents to support children's learning, development and wellbeing. Parents praise the childminder's curriculum and feel their children receive a wide range of activities and experiences. These activities and experiences help prepare children for their next stage of learning.

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Leadership and governance Expected standard

The childminder understands the importance of keeping her skills and knowledge up to date. She is taking steps to build professional relationships with other local providers that promote opportunities for continuous professional development. The childminder is able to reflect on her practice. For example, she plans to focus on building her understanding and expertise in promoting outdoor learning to further strengthen the learning experiences of children in her care.

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

Children arrive inquisitive and excited for their day ahead. The childminder welcomes children warmly, and children show confidence as they follow well-established routines, such as hanging coats up, removing shoes and choosing activities to play with. Children separate happily from parents and carers. The childminder knows children's characters and interests well and uses this knowledge to provide learning activities that children enjoy and engage with.

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

Children enjoy a curriculum that is balanced and builds on what they already know and can do. The childminder promotes outdoor learning and the joy of nature. Children show a real sense of belonging as they enjoy spending time planting beans and birdwatching in the garden. They use visual signs placed around the garden to help them identify the type of birds they can see. Children exclaim, 'That is a sparrow and that is a robin.'

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

Children clearly feel safe, secure and cared for. The childminder interacts frequently with children, and this promotes engagement. The childminder models kindness and respect for others and the environment, and children follow her example. They share and take turns well and treat each other with care. Children's learning experiences are full of language. They enjoy regular story times and learn new vocabulary as they play and learn. For example, as children enjoy playing shopkeeper and customer, they learn the name of some unfamiliar fruits and vegetables they have in the shop. Children are fascinated by the pomegranate and declare, 'It is a little pumpkin.' The childminder repeats, 'Yes, but this one is a pomegranate,' and encourages children to repeat the new word. Children enjoy repeating it. They recall it and use it confidently as they pretend to purchase one in their farm shop.

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

The childminder monitors attendance and promotes the importance of attending regularly with parents. When children are absent, she quickly contacts parents to check on the health and wellbeing of children and offer support.

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Next steps

The childminder should enrich daily routines to consistently build children's independence skills. The childminder should further extend and strengthen children's knowledge and understanding through a range of teaching strategies to best support progress.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 17:00

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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

The childminder should enhance interactions so children consistently have time to consider and respond to questions asked as they play and learn, to best promote communication skills.

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About this inspection

The inspector spoke with the childminder, children and their 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.

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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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