Childminder

Childminder

Unique reference number (URN): 2772592 Registered with Ofsted: 22/01/2024 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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Achievement Expected standard

Children make typical progress from their individual starting points and gaps in their learning and development generally narrow. This includes for children with special educational needs and/or disabilities and disadvantaged children. Children develop speech and language skills appropriate for their age and individual needs. They demonstrate engagement and focus in their play and learning. Children enjoy stories and songs and show that they are familiar with key books.

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Achievement Expected standard

Children develop physical skills and enjoy outdoor play and learning each day. They socialise with other children and adults and begin to find out more about their community and the wider world. Children demonstrate positive attitudes towards their behaviour and learning and are prepared for their move on to pre-school and school. They develop knowledge and skills across all areas of learning, to support them as they start out in life.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets clear boundaries and reinforces her expectations for children's behaviour well. She is mindful of children's age and stage of development as well as those children with special educational needs and/or disabilities. The childminder helps all children to feel secure in her care and to benefit from familiar daily routines. She typically supports prompt and regular attendance so that children benefit from the exciting range of outings and experiences that form a key part of her provision. The childminder is supportive of families' circumstances too. For example, she offers to collect and drop off children, at times when this may be helpful.

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Behaviour, attitudes and establishing routines Expected standard

The learning environment is calm and well resourced. The childminder plans this purposefully to make it conducive to children's learning and wellbeing. Bonds between the childminder and children are nurturing and help them to feel secure in her care and home. The childminder displays children's family photos in the playroom, to help them feel a sense of belonging. She generally helps children begin to learn about their feelings and responses. The childminder is quick to support children where frustrations occur and helps them to understand why rules are in place, for instance. Children generally behave well and play alongside one another happily.

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Children's welfare and wellbeing Expected standard

The childminder follows inclusive and thoughtful procedures for children's care. This supports children's individual needs and their physical and emotional health appropriately. The childminder adapts practice where needed, such as tailoring toilet training to children's individual needs and stages of development. All children are included. They benefit from their welfare being prioritised through caring and responsive relationships with the childminder. Children feel secure and express their needs and feelings. The childminder knows children well. She notices their cues, for instance, when they are tired, hungry or are ready to move on to another activity. Mealtimes are sociable and support healthy lifestyles through nutritious snacks and discussion about healthy foods, for instance. Children follow appropriate hygiene routines and learn about handwashing and oral health through conversation and play. Older children

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Children's welfare and wellbeing Expected standard

develop independence skills and learn about personal safety, such as when they cut fruit with a safety knife. This is less well-embedded for younger children, who do not always have the same options, as their older peers, to have a go and develop new skills. Children learn how rest and limiting screen time support their physical and mental function. The childminder also supports parents and carers to understand key messages around children's safety and welfare.

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Curriculum and teaching Expected standard

The childminder generally has a sound understanding of the quality of her curriculum and practice. She is receptive to advice and ideas to support improvement. The childminder narrates children's play, so they hear a wide range of vocabulary. She uses regular story times and library sessions to help children develop a love of books. Children learn some basic mathematical concepts. During sand and water play, for instance, they fill and empty containers and learn about more and less. However, the childminder's teaching about number is less well included in their everyday play which means their early understanding is not as well embedded as possible.

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Curriculum and teaching Expected standard

Children's physical development is promoted well. Regular outings and active play help them to develop large muscles and stamina. Play, with small resources, supports children to develop their control and coordination. Children use their imaginations as they play with dressing-up resources and make pretend ice creams in the sand tray.

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Curriculum and teaching Expected standard

The childminder helps children to develop early understanding of emotions and feelings. They look in a mirror as the childminder talks about facial expressions and uses resources to help them make links in their learning, for instance. The childminder is mindful of children's individual needs. She uses assessment and observation appropriately and provides resources that she knows children enjoy. This is particularly helpful for children with learning delays, who benefit from familiarity and routine. While children benefit from their free play, the childminder does not consistently extend all children's learning during these times or follow their lead and interests. This does not consistently promote children's understanding to a deeper level.

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Inclusion Expected standard

The childminder typically identifies children's needs swiftly. She is thoughtful about providing an inclusive environment where all children can thrive. The childminder uses appropriate assessment tools to understand where there are gaps in children's learning and development. She works closely with parents and carers from the outset. This helps the childminder to understand individual circumstances and offer appropriate support to children and families. She is persistent in accessing and securing support from outside agencies, particularly in advance of children moving on to attend school. The childminder forms links with schools and other local childcare providers. She uses these to help children to become familiar with routines before they move on and ensure they have support in place. The childminder regularly monitors the support she offers to make sure it remains appropriate as children's needs change. She understands that some children's progress is

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Inclusion Expected standard

best measured in smaller steps. The childminder celebrates and notes all children's achievements and progress. She uses additional funding appropriately to provide experiences and resources to broaden children's range of knowledge and skills, for instance. The childminder generally undertakes appropriate training to help her support children with a range of needs. For example, training on schematic play has added depth to her understanding.

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Leadership and governance Expected standard

The childminder is committed to improving her practice, through professional learning and links with other childcare providers, for instance. She reflects on her practice and provision, typically identifying where improvements would be beneficial. The childminder is receptive to discussions about how to enhance her practice further, for instance around extending children's learning, securing their early mathematical knowledge and promoting their independence from a young age.

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Leadership and governance Expected standard

The childminder has embedded secure and supportive relationships with families. Parents and carers value the childminder's compassion and comment she helps with challenges and parenting. Communication with parents is regular and detailed. They know what their children are learning, where there are emerging concerns and how to continue their learning at home. Links within the community enhance provision. For instance, mixing with other childminders and children is beneficial for developing social skills. Regular outings and outdoor play and learning are a key part of children's daily routines.

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Leadership and governance Expected standard

Partnership working with external agencies is secure and supports families and children well. The childminder is mindful about maintaining high quality, inclusive provision that helps all children to flourish and thrive. She considers children's circumstances well, tailoring planning to meet their needs.

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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 achieve well from their individual starting points and typically make appropriate progress. They develop the foundational knowledge and skills that they need to thrive in life. This helps children prepare for the next stage of their education. Children are generally ready and well supported as they move on to pre-school and school. They focus and engage well, and enjoy planned activities, such as stories and puzzles.

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

Children enjoy their time with the childminder, where outdoor play and outings are key elements of the provision. Children learn through a range of activities and experiences that are generally planned well and meet their needs. They benefit from regular outings to parks and local nature areas. Frequent visits to a zoo and a sea-life centre spark their curiosity in animals and the natural world. Playgroup sessions support their developing personal skills as they interact in larger groups and with children from different backgrounds. Visits to a local care home support children's social skills and understanding as they interact with people of all ages.

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

Children benefit from regular attendance, routines and the welcoming environment in the childminder's home. They build secure bonds with the childminder and feel comfortable expressing themselves while in her care. The childminder's calm role modelling and clear expectations support children's positive behaviour and attitudes to play and learning. Children flourish as their individual needs and circumstances are understood well. Families are welcomed and their contributions are valued. The childminder celebrates their unique characteristics. Children receive tailored support to reduce barriers to their learning and

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 18:00

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Facts and figures used on inspection

wellbeing where they may have special educational needs and/or disabilities or challenging family circumstances.

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Next steps

The childminder should pay close attention to children's free-play choices to extend and deepen their learning and understanding during these times. The childminder should embed children's understanding of number, promoting a love of mathematics to support their future learning. The childminder should promote independence skills for all children from the earliest age.

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About this inspection

The inspector spoke with the childminder, children, parents and carers 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. 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. 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 .

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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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