Childminder

Childminder

Unique reference number (URN): 2745270 Registered with Ofsted: 31/10/2023 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children make exceptional progress from their starting points across all areas of the curriculum. They make significant strides in confidence with their communication and language skills. Even the youngest children are very able to join in with singing familiar songs, complete phrases from well-known stories, name letter sounds and to identify numbers correctly. Children confidently communicate their wants and needs and older children are able to independently negotiate and build solid friendships.

p.2

Achievement Strong standard

Children with barriers to learning make consistent and accelerated progress from their starting points. Through effective, targeted support, they are rapidly closing the gaps in their learning, such as managing their own emotions.

p.2

Achievement Strong standard

Children are very well prepared for the next stage of their learning journey. They are happy, confident and inquisitive learners. Children are able to listen well, independently follow instructions, and to take part in learning. Children have a great understanding of rules and boundaries and how to keep themselves and others safe. They are emotionally secure and adapt well to new experiences.

p.2

Children's welfare and wellbeing Strong standard

The childminder puts children's welfare and wellbeing at the heart of everything she does. She builds close and highly supportive relationships with children and their families. As a result, she is consistently able to assess and review what children need. Care practices are closely linked to children's home routines, supporting young children to settle exceptionally well and feel safe to explore, have their meals and settle to sleep.

p.2

Children's welfare and wellbeing Strong standard

The childminder is highly responsive to children's varying needs and any changes that might create a barrier to their wellbeing. She is extremely nurturing and sensitive, acting quickly to support both children and families to feel safe and cared for. The childminder regularly seeks additional training so that she can offer the best advice and support on different situations, such as difficult emotions and behaviours.

p.2

Children's welfare and wellbeing Strong standard

Children benefit from well-developed routines to support their health and self-care. The childminder ensures that children know and understand why these are important. Children can explain the reason they need to exercise, the impact it has on their bodies and also why rest is so important. Children feel very emotionally secure. They are incredibly good at saying how something has made them feel and recognising how others feel. This has a significant impact on their ability to resolve conflict and successfully make their own decisions.

p.2

Inclusion Strong standard

The childminder has rigorous procedures in place to consistently assess children's needs. She is quick to identify when children need additional support to close any gaps in their learning. The childminder also pays close attention to any changing circumstances in

p.2

Expected standard

children's lives that may cause a barrier to their wellbeing. The childminder quickly and successfully implements highly effective support plans to help all children to be able to access learning and feel safe and secure. The support she offers has a significant impact on children with barriers to their learning and wellbeing. For example, young children have recently made exceptional progress in managing their emotions and behaviours.

p.3

Expected standard

The childminder meticulously monitors the support she offers children and consistently makes changes and adaptations to the setting. She precisely focuses where to spend any additional funding children are entitled to, to specifically support their needs. For example, to make meal times accessible to all children, she has purchased specialised cutlery. She has also subsidised outings so all children can take part in a range of experiences.

p.3

Expected standard

The childminder engages exceptionally well any other professionals involved. She regularly shares information and carefully follows advice to support children's needs. Furthermore, the childminder has built effective relationships with parents, with whom she often shares advice and ideas on furthering children's learning at home.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder provides a calm and settled environment for children to learn in. She sets high expectations for their behaviour and attitudes to learning and these are generally applied consistently. Children are typically busily engaged and are keen to take part in all the activities offered. The childminder uses praise to support children to persevere and have a go. On occasions, any assistants the childmidner works with are less confident at how to provide consistent support to children during group activities. At these times, occasionally children lose their focus and attention.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children build warm and trusting relationships with the childminder. They are quickly comforted by her and often seek her out for reassurance. The childminder models respect and kindness. Children typically enjoy playing alongside their peers, asking them to play and saving bikes for their friends so they can join in. Younger children are encouraged to share resources and spend time together, while older children are supported to independently negotiate, using apparatus such as timers to share resources.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes attendance well with parents. She is keen to support and be flexible where she can to help children to consistently attend.

p.3

Curriculum and teaching Expected standard

The childminder has a thorough knowledge of what she wants children to learn and how to implement it effectively. She shares her vision well with any assistants she works with, and overall supports them to deliver an exciting and varied curriculum. The childminder is evaluative and keen to alter and adapt her curriculum to best suit the children attending. The childminder provides an ambitious curriculum through an exciting variety of experiences both at home and out on visits. On occasions, the learning for planned group activities is too ambitious for the youngest children to fully engage and understand. While they enjoy them and mostly join in, children don't consistently benefit from learning precisely targeted to their age and stage of development.

p.3

Curriculum and teaching Expected standard

The childminder seeks to understand children's current interests and includes this in her planning. She listens to the children and asks them what they would like to learn. The childminder uses regular assessment to ensure that her curriculum covers all areas the children need to learn and generally supports carefully considered individual next steps.

p.4

Curriculum and teaching Expected standard

The childminder gives children regular opportunities to use the new skills they are taught and gives them time to practice and embedded these skills. She scaffolds their learning and introduces new information and skills as children become more confident. For example, young children enjoy identifying numbers, while older children learn to sequence them and find one more than. A language rich environment supports children to develop their communication skills and helps younger children to feel able to express themselves verbally.

p.4

Curriculum and teaching Expected standard

Typically, the curriculum is well taught to consider and include children's individual next steps and every child makes significant progress from their starting points. The childminder puts extra support in place to help children with barriers to learning to be able to join in with their peers and take part.

p.4

Leadership and governance Expected standard

The childminder is reflective of the care and education she offers. She is driven to support every child to access their full entitlement and to have a positive start in life. The childminder works closely with any assistants she works with, to evaluate and adapt what she provides. Any changes made, typically enhance the provision and the children's experiences.

p.4

Leadership and governance Expected standard

The childminder is also supportive of any assistants she works with. They collaborate well as a team and report being extremely happy in their job. The childminder ensures she adds to their knowledge and skills with regular additional training events. These are targeted at improving outcomes for specific children. The childminder regularly meets with her assistants and continues to offer support and advice on their practice.

p.4

Leadership and governance Expected standard

The childminder utilises her previous experience and knowledge to support her to work effectively with other agencies. She shares information well in order to make timely referrals for children when needed. She is keen to follow advice to ensure successful outcomes for children.

p.4

Leadership and governance Expected standard

The childminder regularly communicates with parents. She offers advice on how parents can continue to extend and support their child's learning at home. Furthermore, she listens to parents and offers suggestions to support with areas, such as sleeping and potty training. This creates a seamless consistency across home and the setting, really supporting children to settle and cope with transitions.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are excited to attend the setting. They happily greet their friends as they arrive and confidently enter, ready to follow the familiar routines of the day. Children are warmly greeted by the childminder and are welcomed into the group with their peers. Children relish in taking part in activities together where they support and celebrate each other's achievements.

p.5

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

Children quickly feel safe with the childminder, who helps them to settle with familiar routines and objects from home. They build close relationships to her, confidently going to

p.5

About this setting

her for help when they need it. Children often receive cuddles and gentle words of re- assurance and comfort from the childminder. Younger children are quickly able to self- soothe at nap time, knowing the childminder is close by should they need her. Close relationships with parents and families, mean that the childminder is able to respond quickly to any changes and support smooth transitions for children.

p.6

About this setting

Children enjoy many activities throughout the day, including lots of opportunities to expand their knowledge and skills and increase their vocabulary. They are keen to take part and motivated to achieve, alongside the enthusiastic and engaging childminder. Where any barriers to learning or attendance are identified, children and their families are swiftly supported. This means all children are able to take part, feel included and make exceptional progress from their starting points.

p.6

About this setting

Every child is treated as an individual and are supported to flourish at their own pace. Younger children quickly learn independence skills and how to communicate their needs. Older children are frequently challenged with higher level thinking, such as problem solving and investigating. All children develop a keen interest in books and a love of learning. They are building the key skills necessary to thrive in the world. Children demonstrate a positive can-do-attitude, kindness, confidence and curiosity.

p.6

Next steps

The childminder should strengthen planned group times to consistently meet the age and stage of development of all children involved. The childminder should provide further support to any assistants she works with to build their confidence in providing consistent and effective support to children during group times.

p.6

About this inspection

The inspector spoke with the childminder, the assistant and children.

p.6

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. Unique reference number (URN): 2745270

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8