Elliott, Katherine Margaret

Childminder

Unique reference number (URN): 2789485 Registered with Ofsted: 28/05/2024 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 Expected standard

The childminder is a positive role model and helps children to understand the expectations of her setting. For instance, she encourages children to always use their manners and praises positive behaviour. The childminder has clear routines in place so children know what will happen now and what will happen next. After mealtimes, children know to wipe their face, carry their plates to the kitchen sink and push their chair under the table.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is proactive in monitoring any patterns of absence and encourages parents to bring their children regularly. She understands the importance of building secure attachments with children to help them to settle successfully. The childminder encourages children to listen to one another and promotes cooperation. She reminds children to help one another to tidy away the resources ready for the next activity. Children engage confidently with new experiences, such as using ink stamps. The childminder ensures all children are included. For example, older and younger children eat and play together. This helps those children who attend different settings become familiar with one another and develop positive relationships.

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Children's welfare and wellbeing Expected standard

The childminder ensures hygiene practices meet the needs of all children. She encourages even the youngest children to manage their own personal needs, such as using the toilet independently and washing their hands before and after eating. The childminder provides children with a balanced diet such as a hot cooked meal and fresh fruit. Children benefit from the childminder's large garden where they use the climbing equipment, play 'tag' and use hoops and footballs. This helps to support their emotional and physical wellbeing.

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Children's welfare and wellbeing Expected standard

Children develop an understanding of how to assess risks, such as not completing cartwheels inside in case they hurt themselves or others. The childminder talks to children about keeping safe online, such as telling a trusted adult if they are worried. She liaises with families about using parental controls on children's mobile phones and shares information with them from the local school about the risks of digital technology.

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Children's welfare and wellbeing Expected standard

Children develop a sense of belonging in the childminder's home and they feel valued and included. The childminder ensures all children have a turn to speak and children know how their views and opinions are appreciated. Children have secure attachments to the childminder which promotes their wellbeing effectively.

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Inclusion Expected standard

The childminder knows children well and understands their family dynamics. She shares frequent information with parents about children's day and listens to their views, such as ensuring children watch limited television. The childminder knows how to identify any children who may need additional support such as children with special educational needs and/or disabilities (SEND). She recognises that her understanding of SEND strategies is still developing, and further training would help her feel more confident in providing targeted support for children.

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Inclusion Expected standard

The childminder is committed in making reasonable adjustments for children, such as those who experience changes in their family circumstances. The childminder is mindful of how these changes may affect children's emotional needs and routines, and she works sensitively to provide consistency and reassurance. She has previously worked with external professionals in supporting children with physical disabilities, such as adapting activities to ensure they are accessible for all children. The childminder is confident to reach out to multi-agencies to provide children with additional support to meet their needs if required.

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Leadership and governance Expected standard

The childminder is professional and this is also mirrored through the feedback parents provide. They comment on the highly effective communication the childminder offers, such as keeping them informed of their child's day at school as well as their time with her. Parents report that the childminder provides a home-from-home environment and that she always puts the children's needs first. Children benefit from the close relationship the childminder has with other settings children attend. She frequently shares information with them which enables a consistent two-way approach to children's care and wellbeing. For instance, the childminder passes messages to parents from the pre-school and primary school, providing effective partnership working.

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Leadership and governance Expected standard

The childminder recognises her strengths and areas for improvement effectively. She has identified that she would benefit from strengthening her knowledge around children with special educational needs and/or disabilities to further support her practice. The childminder implements ideas with children that she has seen online to benefit children's creativity. For instance, children enjoy making cards for loved ones and are keen to show their parents at home time.

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Leadership and governance Expected standard

The childminder has a clear vision to provide care that meets children's emotional needs, such as when family arrangements vary. She enables children to talk freely and listens to support their wellbeing. The childminder manages her workload successfully and this has a positive impact on her and the children's welfare. She maintains effective standards of care for children and fulfils her role efficiently.

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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 thoroughly enjoy their time with the childminder. She provides a warm and welcoming setting. Children show they feel safe with the childminder and talk about how they like attending. They say how they enjoy playing with toy cars and playing outside in the childminder's garden. Children have a positive attitude. They show a willingness to join in with activities and talk freely about their thoughts and ideas. This helps children to develop socially and emotionally.

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About this setting

Registration date: 28/05/2024 Children have formed positive relationships with both the childminder and their peers. She supports children's wellbeing such as talking openly about new siblings in the family and of the positive impact this will have. Children develop essential skills such as sharing and turn- taking. For example, they enjoy playing card games together, cooperating well. Children develop their independent skills effectively. They select the equipment needed for an activity, such as bricks and use these to build constructions. Younger children show confidence in asking the childminder for support where needed helping to prepare them for their eventual move to school.

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About this setting

Children regularly attend and the childminder keeps a record of their attendance. She is flexible in her approach to enable families to book additional sessions when needed. The childminder knows families well and celebrates their uniqueness. For example, children investigate the childminder's light-up toy jellyfish as they talk about their visit to the aquarium. Children recall knowledge and discuss how jellyfish can sting and the childminder follows their lead and joins in with their conversations.

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Next steps

The childminder should further expand her professional development to increase her understanding on how to provide targeted support for children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with the childminder, children 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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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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

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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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