Childminder

Childminder

Unique reference number (URN): 2806371 Registered with Ofsted: 14/10/2024 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

Overall, children develop skills typical for their age, in preparation for the next stage of their learning. Babies learn to move in different ways, to explore objects that develop their hand- to-eye coordination and to enjoy stories and songs. Younger children continue to develop these skills and also develop age-appropriate speaking and listening skills. They learn to cooperate with routines, such as nappy changing and mealtimes. With the support of the childminder, children learn to do some things for themselves such as feeding themselves or self-soothing at sleep times. Children learn to choose what to do and to use resources with a purpose. For example, younger children learn to push toy vehicles around tracks and to manoeuvre sit-on wheeled toys outside. Children who need extra support with specific aspects of their development make steady and sustained progress, which helps them meet their full potential and have the same

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Achievement Expected standard

positive experience of learning as other children.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance to enable her to promptly act on any non- attendance. She encourages parents to bring children on time and regularly so that they can get the most of their time with her and establish secure routines. She also offers families the flexibility some need when facing challenges. She has clear expectations for all children's behaviour and supports them to be able to follow the simple rules that are in place to keep them safe. This includes children who may face barriers to their learning. Children get along with each other in age-appropriate ways. The childminder forms warm attachments to the children in her care who feel safe to share any concerns with her.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children focus on, and enjoy, their learning. They are curious and inquisitive. For example, babies enjoy exploring baskets of interesting objects and passing them back and forth to the childminder or any assistants she may work with. However, due to the remaining inconsistencies in the quality of teaching, there are occasions when children are not fully supported to sustain their focus in the activities on offer.

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Children's welfare and wellbeing Expected standard

The childminder has established robust procedures to meet children's care needs. She follows rigorous hygiene routines when changing nappies. She supervises children closely during mealtimes and works with parents of babies' to support weaning. She follows safer sleeping practices and works closely with children and parents to instil sleeping habits that ensure children get the rest they need to maintain good health and wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder builds warm bonds with all children, including children who face potential barriers to their learning or wellbeing. There are lots of smiles and laughter exchanged between children, the childminder and any assistants she may work with. Children show they are relaxed and comfortable in her care and her home. The childminder ensures her home is safe and welcoming. Children typically enjoy their play and learning especially when the childminder is clear about her learning intent and has planned activities thoroughly. She understands the benefits to children's health and wellbeing of daily fresh air and children spend time outside each day both in the childminder's garden and out and about in the local community. Children develop an understanding of their own personal safety. For example, the childminder teaches them about road safety on regular trips out in the local area.

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Curriculum and teaching Expected standard

Since the last inspection, the childminder has effectively improved the planning and delivery of the curriculum. This includes for children who face barriers to their learning. She now has a secure understanding of the importance of the progress check for children aged between two and three years old. She ensures she completes these for all children, further supporting her knowledge of children's learning needs. She now provides children with a suitably organised learning environment, which children enjoy exploring. She has clear intent behind the activities she provides and how she will use this to extend learning. For example, she ensures there are opportunities for younger children to begin to pull themselves to standing to extend their physical development. She uses children's interest in toy vehicles, for example, to model clear and relevant language. However, she does not consistently encourage children to repeat what they hear back or respond in other ways, to

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Curriculum and teaching Expected standard

The childminder recognises the significant improvements she has made and the confidence she has gained in her role as an educator. She recognises that, although she now typically meets children's learning needs well, there are still improvements to make to ensure full consistency in the quality of her teaching. For example, sometimes the childminder does not clearly explain to children what they are going to be doing and, at these times, she is less successful at keeping them focused and engaged.

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Inclusion Expected standard

The childminder wants all children to achieve well including children with special educational needs and/or disabilities or other vulnerabilities. Through her own observations, discussions with parents and advice from other professionals she gains an accurate understanding of children's specific needs or vulnerabilities. She acts on the advice of other professionals, making any adaptations to what she does so that children with potential barriers to learning can join in and learn alongside their peers. For example, she learns signing for songs and rhymes and teaches these to all children. This way, children with differing needs and challenges in regard to their language development can all join in and make progress.

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Inclusion Expected standard

The childminder works closely with parents and other professionals when families face challenges and need extra support. She offers practical help, such as flexibility of hours and sessions or advice on weaning and sleeping, that helps ease burdens on families and enables them to do their best for their children. She plans closely for these children's learning for their time with her. The childminder makes effective use of additional funding to boost learning . However, she does not have sufficient up-to date knowledge of the funding available for children with special educational needs and /or disabilities to fully support children and their families and maximise learning.

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Leadership and governance Expected standard

Since the last inspection, the childminder has developed a more secure understanding of her role in supporting children's learning. She has focused her own professional development on learning how to plan and deliver a curriculum that is focused on children's learning needs. She has shared her improved knowledge with any assistants she may work with to ensure all can work together to meet children's learning needs. However, the childminder does not yet sharply focus her professional development on further raising the quality of teaching to support the highest rates of progress' Since the last inspection the childminder has also developed an accurate understanding of the changes she must notify to Ofsted. As a result of her improved knowledge she now feels much more confident and happy in her role.

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Leadership and governance Expected standard

The childminder builds worthwhile partnerships with parents, and with other professionals involved in children's care and/or learning. She supports parents very well to develop routines that support children's wellbeing and learning. For example, she works with parents to reduce children's dummy use, to support language development. She helps parents follow weaning processes and designs with them healthy meals that they can prepare for their children, which helps build healthy habits in children. Parents find the childminder kind, understanding and approachable. They feel well supported as they navigate parenthood.

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Leadership and governance Expected standard

The childminder shows a positive attitude to continuing to develop the provision and to build further on her own knowledge in order to continue to meet children's care and learning needs effectively.

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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

Since the last inspection, the childminder has significantly improved her practice, leading to a much more positive and enjoyable experience for all children. The much improved curriculum means that children learn well, typically developing the skills and knowledge they need to confidently approach the next stage of their learning. Children have ample opportunities to explore interesting resources and take part in activities that meet their learning needs well. This includes children who may face barriers to their learning and have specific learning needs. When this is the case, they benefit from careful adaptations to activities and resources that enable them to join in, have fun, and learn alongside their peers. For example, all children are supported to join in with singing and story times. Children enjoy following their interests, which the childminder uses to build on their existing skills. For example, children hear clearly modelled language about the toys they choose to

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

play with and this adds to their growing vocabulary. Young children hear lots of mathematical language used to describe what they do and see. This helps give them the foundations for further learning about numbers, shape and size.

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

Children are content and show they feel secure and safe. They enjoy the company of the childminder, any assistants she may work with, and other children. They thrive in the 'home- from-home' environment and enjoy sociable mealtimes and plenty of outdoor play. These have a positive impact on children's health and wellbeing. Children develop a sense of belonging, both in how they feel about being in the childminder's care and in relation to their local community. For example, children regularly visit the local greengrocers to buy fruit and vegetables and on these outings meet and talk with other people who live and work in the local surroundings.

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Next steps

The childminder should continue with her own professional development to further develop her teaching skills . The childminder should further improve the support she gives children with their communication and language development, especially in relation to giving children time to repeat back or respond to the words and phrases she models. The childminder should sharpen her understanding of the support and funding available for children with special educational needs and/or disabilities, or other vulnerabilities, in order to be able to be proactive in ensuring children have the full programme of support to which they are entitled.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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About this inspection

The inspector spoke with the childminder, assistants and 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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