Childminder

Childminder

Unique reference number (URN): 2506026 Registered with Ofsted: 06/03/2019 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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Children's welfare and wellbeing Strong standard

The childminder creates a safe and welcoming space where children enjoy their time. Children particularly enjoy the outside area that gives them many opportunities to be physically active and learn to manage risk effectively. For example, children know to hold on to the wall for support when going down steps. In addition, children learn to stay safe on outings, managing road safety and learning how to stay safe in a group.

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Children's welfare and wellbeing Strong standard

The relationships the childminder builds are child centred but also include the wider extended family. These strong partnerships with families mean that parents feel confident to share information openly,. This enables the childminder to respond swiftly to any changes in children's needs. For instance, the childminder works closely with families and other agencies to ensure those who are known to children's social care and those who face barriers to learning and/or wellbeing are very well supported. In addition, the childminder provides information and guidance to parents on a range of topics, such as keeping children safe online, oral health and healthy eating, through monthly newsletters and personal guidance.

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Children's welfare and wellbeing Strong standard

The childminder offers a healthy and balanced menu to meet children's nutritional needs. She also demonstrates a very clear understanding of children's dietary requirements and maintains careful supervision during mealtimes. She consistently implements robust procedures for intimate care and safe sleeping.

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Achievement Expected standard

Overall, all children, including those who face barriers to their learning, make steady progress from their starting points. Children's communication and language development is a clear strength. Children confidently express their ideas, recall familiar stories and use an increasingly wide range of vocabulary during play, routines and group activities. They demonstrate a growing understanding of early mathematical concepts through counting and comparing in play. Children show their physical strength as they fill and lift buckets of sand to create sandcastles, developing coordination and accuracy.

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Achievement Expected standard

The childminder supports children to develop independence skills, such as following familiar routines. For example, they wash their hands before snack, select resources and tidy away toys. They learn how to be considerate to others as they kindly pass toys to their friends when they do not have any. This helps them build on their interactions with others. They are prepared appropriately for school and demonstrate curiosity and the ability to participate in group experiences.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a positive environment where expectations for behaviour are clear and generally understood by children. The warm and respectful relationships with the childminder support the development of their confidence and sense of security. The well- established routines support children's independence, such as when dressing for outdoor play or tidying away resources. Children's voices are valued as they make choices during group time on which song they would like to sing. The childminder uses praise and encouragement to support positive behaviour. For example, children respond well when asked to tidy up or wait for their friends, and they are able to remind each other how to behave when needed.

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Behaviour, attitudes and establishing routines Expected standard

Children are motivated to learn, showing curiosity and generally remaining engaged in activities that interest them. They persevere when tasks are challenging. For example, children focus on building a tower without it falling. They respond well to the encouragement and praise given, showing pride in their achievements.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of children's regular attendance to promote their wellbeing and their understanding of following daily routines. She monitors children's attendance, working with parents to encourage regular attendance and punctuality. This helps children to benefit fully from their time with the childminder.

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Curriculum and teaching Expected standard

The childminder has designed an effective curriculum that ensures children have the skills needed for their eventual move to school. She ensures that children develop key skills, such as independence, confidence and self-care skills. Overall, the planned curriculum helps all children make progress in their development from their starting points. The childminder supports children's communication, language and literacy skills and personal, social and physical development. She makes the most of daily opportunities during play to teach them new words. For example, as children pretend play cooking, she introduces words such as 'whisk' and 'foam'. Children enjoy stories and happily settle down to listen to their favourite books, eagerly repeating words and familiar phrases. Early mathematical skills are introduced through counting, shape recognition and everyday routines. For example, children count out fingers when singing songs.

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Curriculum and teaching Expected standard

Overall, the childminder plans interesting experiences to support children in building on what they know and can do. There are occasions when the childminder's learning intentions are too generalised rather than specific. The childminder does not consistently include children's next steps into planned activities to help children move forward even more effectively. This can sometimes limit the clarity of the childminder's teaching intention, and children's learning is more incidental than it is purposeful.

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Inclusion Expected standard

The childminder forms close links with parents very early on to build a full picture of all aspects of children's needs. She uses information from parents and her own observations to identify children's starting points and any gaps in learning. She works closely with parents and external care and education professionals to plan targeted activities and strategies to close any gaps in children's learning and to make sure every child can take part. This helps children to make steady progress from their starting points.

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Inclusion Expected standard

Overall, the childminder adapts her practice to meet children's needs well. For instance, she adapts routines to support children who prefer to learn outdoors. The childminder works collaboratively with parents, monitoring children's progress and sharing regular updates through meetings and termly reports. If necessary, she engages with external professionals to shape support and improve outcomes for all children. This ensures that the early identification of children with special educational needs and/or disabilities or those who require additional help is well supported. The childminder understands how to spend any additional funding children receive. She explains how this may include purchasing resources to meet their individual needs or accessing training to increase knowledge and offer individual support.

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Leadership and governance Expected standard

The childminder is effective in ensuring that children's needs, safety and wellbeing remain central to decision-making. She has a clear understanding of the strengths of her provision and works closely, supporting assistants well to maintain a calm, nurturing and well- organised setting. The childminder and assistants complete regular training and have recently completed training to support children's speech and language skills.

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Leadership and governance Expected standard

The childminder recognises the value of strengthening opportunities to engage in wider professional development to enhance teaching and outcomes for children. Overall, leadership is reflective and committed to continuous improvement, with clear capacity to build on existing strengths. The childminder monitors children's progress and reflects on the effectiveness of the curriculum. The childminder has not sharply focused training precisely on developing her planning to ensure that all experiences are purposeful and build on their individual progress.

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Leadership and governance Expected standard

Parents and carers speak highly of the childminder, praising her supportive, compassionate approach and the personalised care she provides. She shares information regarding children's learning, as well as advice, support and home-learning activities to support children's next steps at home. This provides continuity in children's learning, helping them to make progress.

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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 are very well cared for by the nurturing childminder and her assistants. Children show they feel safe and secure as they confidently explore their surroundings and seek reassurance when needed. The environment is calm and welcoming and filled with varied learning opportunities for all children. For example, younger children independently select puzzles and explore them with the childminder as older children work together to build a train track. Children develop secure relationships with the childminder and their peers and

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Inspector:

Charmaine Cayton enjoy their learning. They enjoy copying and learning new language modelled by the childminder. They share books and join in with songs, rhymes and dancing.

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Inspector:

Children thrive in the childminder's care and make steady progress in their learning. They develop age-appropriate skills for their eventual move to school, such as independence and positive social skills. Group time provides opportunities for turn-taking, as they select a puppet to choose a song before joyfully singing together. Children learn independence skills and begin to manage their own personal care needs, such as putting away their belongings and putting on their slippers on arrival. The well-established routine promotes positive behaviour as children know what is expected of them.

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Inspector:

Outside, children build on their physical development, where they have daily opportunities to run, climb and balance. Younger children develop hand strength as they dig with spades and fill buckets with sand. Older children practise their hand-eye coordination as they use tweezers to pick up items from the water. In addition, children enjoy many outings with the childminder to playgroups, farms and the library, gaining an understanding of their local community.

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Inspector:

The childminder views each child as a unique individual, ensuring that she understands and supports their specific needs. She works closely with parents, sharing information regularly to support all children to make progress from their starting points. The childminder actively promotes regular attendance with families so children can benefit from the variety of experiences on offer.

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Next steps

The childminder should clearly identify the learning intentions for activities, to ensure that all experiences are purposeful and build on children's individual progress. The childminder should continue to engage in sharply focused professional development to further enhance the quality of teaching and outcomes for children.

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About this inspection

The inspector spoke with parents, the childminder and her assistants 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30

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About this setting

Local authority: Nottinghamshire County Council

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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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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

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 .

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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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