O'Connor, Erin Rita

Childminder

Unique reference number (URN): 2776467 Registered with Ofsted: 15/03/2024 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

Children make steady progress from their entry points. They demonstrate well-developed language skills. Children communicate freely and are confident to engage in different activities. For example, during multi-sensory experiences, such as playing in damp sand, children talk about how they are making 'food for the dinosaurs'. They invite each other to join in on play and ask questions to each other. Children talk about what they want to be when they grow up, such as a barista in the local coffee shop.

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Achievement Expected standard

Children focus intently during activities they enjoy and persevere when they face challenges. For example, when cutting play dough with scissors into smaller shapes, they remain engaged and motivated to achieve what they set out to do. Children show a 'can-do' attitude during self-help tasks, such as handwashing and pouring their own drinks. They are developing their independence skills. As a result, children are well prepared for the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets high expectations for the children's behaviour. Children respond swiftly to instructions. The childminder sets clear boundaries and gives children advance warnings ahead of transitions to ensure they know what is happening next. The childminder encourages children to pick out the number 5 on a sand timer to show their friends that there are five minutes left of an activity. Children tidy up their environments when play has finished. The routine is well embedded and consistent. As a result, children respond well to transitions in the routine, and are well prepared for the next stage of their day.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model. In turn, children demonstrate respect and show kindness to their peers. They talk about giving their friends 'privacy' when they are toileting and engaging in personal self-help routines. The childminder uses individual positive praise to the children to build on their self-esteem, which the children then repeat and use to one another. For example, children tell each other, 'I love your play-dough face!'

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Behaviour, attitudes and establishing routines Expected standard

The childminder has developed positive relationships with the children's families. She promotes the importance of punctuality and regular attendance to ensure children receive the full extent of the curriculum consistently.

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Children's welfare and wellbeing Expected standard

The childminder prioritises children's welfare and safety. She helps the children to recall practices that keep themselves safe. For example, when walking downstairs independently, children remember to hold on to the banister and take one step at a time. Children know that they must wear sun cream and hats when playing outside to keep their skin safe from the sun. The childminder talks to the children about oral health and visiting the dentist to help them understand good hygiene practices. Children have regular opportunities to go outdoors and often go on outings into the local community park. Children take part in music and movement sessions and are regularly active. The childminder regularly shares key messages with the children's families around healthy choices, movement and screen time.

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Children's welfare and wellbeing Expected standard

The childminder is responsive to the children's individual needs, such as recognising when they may be feeling unsettled or quiet. She acts swiftly to offer comfort and nurture. The childminder helps the children to identify and label their emotions through play. For example, children make faces with play dough that represents a feeling, such as happy or angry. The childminder talks about how all emotions are valid and promotes a safe space for children to share their thoughts and feelings. Consequently, children's emotional wellbeing is fostered.

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Curriculum and teaching Expected standard

The childminder offers a well-sequenced curriculum that is based on children's next steps and interests. The childminder builds a foundation for children's learning. Children have regular opportunities to strengthen their hand muscles to support their grip. For example, they manipulate play dough with their fingers and tools. Where children require adaptations in their learning, the childminder swiftly implements small changes that make learning more achievable. For example, using a different pair of scissors that offer children more support.

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Curriculum and teaching Expected standard

Children are confident communicators who thrive in a language enriching environment. During story times, children recite snippets of stories and pause in anticipation for the next line to be read. Children show a real interest in both mathematics and early literacy. They point out their name on sun-cream bottles and identify letters of their names in print in the environment. Mathematics is taught explicitly through ways that are fun for the children. The childminder generally extends learning, for example, asking the children to take turns to identify numbers between one to 10 in a game. Children are keen to have a go and to be involved. She sets high expectations for children which extends on what they already know and can do. However, the childminder does not always allow for children to test and trial their own ideas. This means that children do not always benefit from teaching that encourages deeper thinking and problem-solving.

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Inclusion Expected standard

The childminder values children's home languages and incorporates key words and phrases into the everyday routine. Children show an interest in different languages and copy the phrases they hear. She promotes an inclusive environment which captures the children's individual experiences, needs and interests.

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Inclusion Expected standard

Although no children who attend do not currently qualify for additional funding, the childminder is confident to discuss how she would use this to further enhance children's experiences, should circumstances change. The childminder understands her role in identifying barriers to children's learning. By gathering starting-point information for all children, including parent views, she tracks children's progress from their entry points to present consistently. She works in unity with parents, offering advice and strategies to build on any identified gaps in learning. The childminder supports parents by signposting them to appropriate services, or to the local family hub. She has good knowledge of how to seek support from external professionals such as local authority advisors. Parents praise the support, transparency and communication that the childminder provides. The childminder shows an interest in developing her understanding of how to support

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Inclusion Expected standard

children with special educational needs and/or disabilities, and is completing training specific to upskill her knowledge further.

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Leadership and governance Expected standard

The childminder engages in regular reflection, which helps her to drive improvement. She accurately targets what children need to do next to further their development and overcomes any barriers to learning as they arise. The childminder is aware of her strengths and what she wants to work on further. For example, enhancing the outdoor area further to broaden the opportunities for children.

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Leadership and governance Expected standard

To support her practice, the childminder has sought advice from the local authority around practice and provision. There is a clear commitment to ongoing professional development. She keeps up to date with changes to framework and requirements. The childminder has recently undertaken training to build on her existing knowledge of supporting children with special educational needs and/or disabilities. She targets relevant training opportunities around interest and what she feels can enhance her practice further.

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Leadership and governance Expected standard

The childminder has established positive partnerships with the children's families. Parents praise the communication between home to setting, and value the daily updates and photos that the childminder shares of the children. They feel well supported by the childminder and find she is proactive in supporting the children's individual needs. However, the childminder does not always communicate with other local educational settings that children attend or move on to. This means that information about children is not always shared and received during times of transition for continuity of care and learning.

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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

Children are happy and settled. The childminder has created a warm and nurturing environment. She knows the children well, and forms close relationships with both children and families. This makes children feel secure and provides a foundation for them to learn. Children enter the setting with big smiles and greet their peers with a hug, ready to start their day.

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

Children are polite and show good manners. They invite each other to play and through role- play games and children interact well with each other. Children are confident communicators and share ideas and thoughts freely. For example, when reading a story about tooth brushing, the children turn to one another and talk about their own experiences, such as 'I brush my teeth so they don't fall out. I wouldn't eat my tea!'

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

Children identify the letters in their names and show a consistent interest in both early literacy and maths. Children point to resources that start with the same letter as their name and excitedly share this with the childminder. The childminder plans activities that align with children's next steps and interests. For example, she encourages children to explore and manipulate play dough to strengthen their hand muscles. Children show a keen attitude to learn and regularly talk about how much fun they are having.

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

The childminder ensures learning is adapted during each activity, so that it is achievable for all children. She reflects regularly on children's individual development, using observations and assessments to plan their next targets. As a result, children make good progress from their entry points. Where children may require support to thrive, the childminder is knowledgeable of what processes to follow to put additional support in place. Parents praise the communication between home to setting, sharing that the childminder is proactive and responsive. The childminder promotes the importance of both attendance and punctuality. Therefore, children attend regularly and consistently.

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Next steps

The childminder should strengthen opportunities for extending on children's curiosity and problem-solving skills. The childminder should strengthen links with local educational settings to enhance the transition process for children.

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About this inspection

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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 05:30

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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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3

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. 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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