Childminder

Childminder

Unique reference number (URN): 2762935 Registered with Ofsted: 06/12/2023 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 Expected standard

All children, including those with special educational needs and/or disabilities or other barriers to learning, build up a sense of belonging and familiarity with the childminder. They are open to learning and achieve well. Children feel confident to engage with all aspects of the curriculum. They achieve well across all areas of learning from their different starting points, particularly in their communication and language, and physical development. They are confident communicators and learn new vocabulary as they talk about the different parts of animal's bodies. Children run and climb competently using a wide range of equipment. They can recall prior learning, for example a variety of 2D and 3D shapes. However, their concentration skills are not consistently supported. Children are independent. They put on their own shoes and choose their own activities. They generally listen well and show respect

p.2

Achievement Expected standard

to others. However, they do not fully understand the childminder's expectations for outings. Children develop the confidence and independence to be prepared for their next stage of learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has established an engaging and motivating environment. She plans a range of activities that are well matched to children's interests and developmental needs. Children have positive attitudes to learning. They show they are curious and feel safe to explore new ideas and experiences. They develop focus, concentration and show resilience. For example, when a tower falls over, children laugh and say 'never mind' and begin to rebuild it happily. The childminder has developed a secure rapport with all children. She is an excellent role model and shows kindness, respect and understanding to children. All children typically behave with kindness and respect to others. The childminder uses effective and appropriate guidance where necessary. She encourages children to use good manners, and they show politeness at mealtimes saying please and thank you.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has generally developed suitable routines for children. However, these are not fully established. Sometimes, children want to follow their own routines and, therefore, the structure of the day can be disturbed.

p.2

Behaviour, attitudes and establishing routines Expected standard

Independence is clearly embedded and children put on their own shoes to go outdoors. They are developing the skills necessary to be responsible for their own self-care. The childminder works closely with parents and helps them to understand the importance of regular attendance and punctuality.

p.2

Children's welfare and wellbeing Expected standard

The childminder fully supports children's welfare, mental health and wellbeing. Relationships between adults and children are suitably effective, and children settle quickly due to her calm and gentle manner. The childminder values all children and recognises their individual needs. This ensures that children with special educational needs and/or disabilities or other barriers to learning can develop and learn alongside their peers. The childminder teaches children how to recognise their emotions. For example, during group time, she asks children how they feel and why, supporting them to demonstrate using facial expressions. The childminder clearly explains to children how to keep themselves safe, for example why it is important to hold her hand when crossing the road. However, she does not ensure children fully understand the safety rules for outings. For example, although children listen carefully to her and follow her instructions, once away from the road, they

p.2

Children's welfare and wellbeing Expected standard

sometimes pull against her when they want to go in a different direction.

p.3

Children's welfare and wellbeing Expected standard

Children have lots of opportunities for outdoor play and large physical movement. They visit the park daily. The childminder provides healthy snacks and meals, and children are fully supported in understanding why it is important to eat healthy food. She encourages children to wash their hands independently. The childminder carefully monitors children during mealtimes and explains to them why it is important to sit still when eating.

p.3

Curriculum and teaching Expected standard

The childminder has designed an ambitious, well-sequenced curriculum that covers all areas of development. She has a secure understanding of where improvement is needed. The curriculum is child led and highly individual to the needs of the children in her care. Children have a wide range of activities that enhance progress, including a sufficient range of adult and child-led teaching. For example, the childminder uses group time to encourage children to participate in learning the days of the week and in listening to stories. The childminder is skilled at using every opportunity to teach children further. However, sometimes during child-led play, routines can interrupt children's play and concentration. This limits children's ability to fully explore, think independently and sustain their learning through play. The childminder is resourceful at making the most of the environment to give children the best opportunities possible.

p.3

Curriculum and teaching Expected standard

The childminder promotes the development of children's language skills through conversations and the introduction of new words. She uses opportunities such as tidy-up time, to enhance children's mathematical language. For example, children count the number of cylinders or cubes they can put into the box. The childminder promotes a love of early reading and children are fully engaged with stories, joining in naming the colours and animals they see. She provides interesting and funny follow-up activities to build on children's learning. For instance, children match different animals body parts together, which fully captures their attention and engagement.

p.3

Inclusion Expected standard

The childminder ensures that individual children's needs are quickly identified and assessed. There are secure procedures in place to identify children with special educational needs and/or disabilities (SEND) or other barriers to learning. The childminder gathers information from parents and uses the settling-in period to make observations to establish a starting point. She knows the children in her care very well and has high expectations for all children, including those with SEND or other barriers to learning. Her highly individual practice ensures that children receive the exact support they need and adaptations are appropriate to the specific child. The childminder monitors children's progress through regular observations. She plans activities to support children's individual development in specific areas and regularly reviews the impact. This means that she can continually adapt resources and support to ensure the

p.3

Inclusion Expected standard

best outcome for the child. The childminder works closely with parents and outside agencies, when necessary, to ensure continuity of strategies and support. The childminder understands how to use additional funding to support individual children. She would attend specific training for the individual needs of children with SEND where necessary.

p.4

Leadership and governance Expected standard

The childminder has a clear idea of the strengths of her setting. She provides a home-from- home environment with positive relationships between herself, the children and their parents. The childminder is very resourceful and uses her environment to its fullest, providing engaging activities that consider the age and stage of development of the children in her care. She recognises where she can improve her practice, such as further developing her understanding of supporting children with special educational needs and/or disabilities, and is taking steps to address this through professional development.

p.4

Leadership and governance Expected standard

The childminder is passionate about providing a rounded education for the children in her care and regularly reflects on her practice. For example, she is building on her skills to ensure she gives children the opportunity to fully engage with an activity without stepping in too early. The childminder continually strives to improve her practice and make decisions that fully support all children, including those with special educational needs and/or disabilities or other barriers to learning.

p.4

Leadership and governance Expected standard

The childminder works well with parents and shares information that helps them to further their child's learning at home. She liaises with other settings, where necessary, to ensure continuity of care and development.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

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 enjoy a warm, nurturing environment and develop secure attachments to the childminder. They feel safe and happy in her gentle care. Children enjoy exploring the wide range of activities and resources available to them. For example, they happily cast their magnetic rod into the water tray to catch fish. They demonstrate persistence and concentration in their play. Children make progress from their starting points. The childminder knows them very well and sets up specific activities to develop the skills they need. For example, children play with play dough to develop their hand strength. They enjoy listening to stories and join in with repeated phrases. Children particularly enjoy their trips to the park, where they can use their large-muscle skills and run around. All children, including those with barriers to learning and/or wellbeing, are very well prepared for their next stages of learning.

p.5

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

Children understand how to take turns and share resources with others. They respond well to the gentle guidance of the childminder, who is an effective role model. The childminder has clear expectations of the children's behaviour. She successfully promotes their self- esteem, and regularly praises them for their efforts and achievements. Sometimes, children are overwhelmed by their own wishes and need to fully understand the clear boundaries in place for when this is not safe. Children care for their resources and make games during tidying up. For example, children compete to count the number of blocks they can put back in the box.

p.5

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

Children feel safe and at home in the setting because the childminder has positive relationships with their parents and shares information with them about how children are making progress and developing. She includes different ways they can support their child, and they work together on care routines, such as toilet training. The childminder highlights

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.6

About this setting

Local authority: Luton the importance of regular attendance and punctuality to the parents and is flexible to their needs.

p.6

Next steps

The childminder should ensure that children have the time they need to concentrate and consolidate their learning without interruption. The childminder should fully establish routines that best support the children's needs and wellbeing. The childminder should strengthen strategies to build on children's understanding of the setting rules for safety on outings.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection.

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.

p.6

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.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. 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.7

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