Childminder

Childminder

Unique reference number (URN): 2771000 Registered with Ofsted: 19/01/2024 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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Children's welfare and wellbeing Strong standard

Promoting children's well-being is consistently embedded in everything the childminder offers. From the very beginning of a child's journey the childminder prioritises children's mental health, ensuring they are happy at the setting and ready to learn. This is particularly relevant for those children with special educational needs and/or disabilities. The childminder provides all families with home visits prior to starting at the setting. This helps her understand children's home lives and experiences and enables her to plan effective routines and experiences that support their transitions to a very high standard. Additionally, children attend settling in visits that are tailored to their needs, helping them become familiar with their new environment. These robust procedures help children to settle quickly and effectively.

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Children's welfare and wellbeing Strong standard

The childminder recognises children's emotions and how this can impact on their play and learning. For example, when children begin running round she recognises they are feeling excited because they have a new visitor today. She provides new vocabulary for children to hear and they to begin to understand more complex emotions. This supports their abilities to communicate their feelings and develop their emotional health and understanding.

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Achievement Expected standard

Children listen to a range of stories where they learn new words and talk about the pictures they can see. They demonstrate a love of reading as they are eager to find out what happens next and turn the page.

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Achievement Expected standard

Children develop their physical skills. They take part in a range of gross motor activities, such as riding scooters, making sandcastles and balancing along stepping stones. Children demonstrate great strength and balance as they negotiate the space around them, climb steps and avoid obstacles. Additionally, children become increasingly independent. They confidently put on their own shoes and coats to go outdoors, and feed themselves at mealtimes. This prepares them well for their next stage in learning.

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Achievement Expected standard

Children who have special educational needs and/or disabilities make continued progress in all areas of their learning. Where a delay is identified, focused learning opportunities mean children continue to make progress.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive behaviours. For example, she teaches children how to share resources and play alongside each other. Older children are encouraged to look after their peers, promote a sense of responsibility and value at the setting. That said, the childminder is not always consistent in her approach to behaviour management. For example, she asks children to complete a task, such as, tidying up, but does not follow through with this. This means, occasionally, children do not receive consistent messages to help them understand boundaries and follow instructions.

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Behaviour, attitudes and establishing routines Expected standard

Positive and secure relationships are rooted in the childminder's practice. For example, she spends time with children and gets to know them very well. This builds trust and a sense of safety when children are in her care. Additionally, children learn how to make friends and take turns throughout their play, supporting their positive social interactions.

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Behaviour, attitudes and establishing routines Expected standard

Routine attendance is promoted. The childminder shares with parents the importance of attendance and this is monitored closely. Therefore, children continuously access the setting and access important learning opportunities.

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Curriculum and teaching Expected standard

The childminder's curriculum is focuses on developing children's personal, social and emotional skills, alongside their language and communication. For example, children engage in group activities, learn to share resources and play collaboratively together. Basic sign language is used to further support children with special educational needs and/or disabilities. For example, children who are unable to verbally communicate their needs use basic signs from a young age to enable their communication. The childminder reads to children, supporting their love of reading. She encourages children to choose books and sits and reads with enthusiasm. She uses questions and narrates the story to support children's understanding and comprehension.

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Curriculum and teaching Expected standard

The childminder provides multiple opportunities throughout the day to encourage children's counting skills and teach basic mathematical language. For example, children count to ten when washing their hands, repeating and practising this skill, numerous times a day. Additionally, during mealtimes, the childminder repeats words such as full and more.

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Curriculum and teaching Expected standard

Children develop their physical skills as they learn to ride scooters and balance bikes in the garden. Toddlers and young children demonstrate core strength and balance as they control their movements and avoid obstacles. Further opportunities to develop gross motor skills are provided. For example, children dig in the sand, balance on blocks and help with gardening.

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Inclusion Expected standard

The childminder observes and monitors children's learning closely. This enables her to plan clear and meaningful next steps for children's learning. For example, children extend their language skills and vocabulary as the childminder shares new words and topics each week. Children with emerging needs and who face barriers to their learning are well-supported. The childminder works with other professionals, such as speech and language therapists to implement new teaching strategies that support their continued progress. Additionally, this helps to reduce barriers to learning, children may be facing. The childminder has an understanding of how to use additional funding effectively for children. For example, she plans to spend funding on resources and experiences that support children's continued development. The childminder has attended training, specific to supporting children with special educational needs and/or disabilities. This enables her to have a solid understanding of the

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Inclusion Expected standard

procedures to follow to effectively support children's continued development.

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Leadership and governance Expected standard

The childminder attends regular training that extends and enhances her practice. She has recently attended training that has extended her knowledge and understanding of planning and how to plan effective learning opportunities for children. For example, she now plans themed activities each week that incorporate a range of new words. This has impacted positively on children's increasing vocabulary.

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Leadership and governance Expected standard

Parents comment on the childminders calm and patient nature and praise her excellent communication regarding children's learning. Parents are well-informed about children's progress and next steps. Additionally, parents add that the sharing of resources supports opportunities for children to continue their learning at home, particularly reading.

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Leadership and governance Expected standard

Partnership working with other professionals is prioritised, to support children's continued growth. The childminder works closely with other professionals, for instance, she follows the guidance of speech and language therapists to support children's learning and 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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What it's like to be a child at this setting

Children are happy and safe at this home from home setting. Parents comment on children's love of learning, and this supports their routine attendance and progress at the setting. Children with special educational needs and/or disabilities achieve well, making progress from their starting points. For example, children beginning to speak clear words and short sentences from a young age.

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

Children develop their social skills effectively. They join in group games, seek out others to join their play and share well. The childminder promotes British values and kind behaviours and this supports children's understanding of social boundaries, whilst enhancing their interaction skills.

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

Children are enthusiastic about their play and learning. They are eager to go outdoors to find out what is available each day and demonstrate focus and concentration during their learning.

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

Through robust and secure relationships children develop their sense of safety and feel valued at the setting. They confidently help their peers and encourage them to join their play. For instance, in the sandpit children play and build sandcastles together with the childminder's support. Children's wellbeing is highly promoted at the setting. Therefore building on children's confidence and self-esteem. Children learn about healthy life-styles and begin making healthy choices that impact positively. For example, children join in with physical play and recognise when they need to rest. Additionally, they gain independence and the ability to carry out personal hygiene tasks by themselves, such as blowing their own nose. This prepares children well for the next stage in their learning.

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Next steps

The childminder should implement consistent boundaries that support children's understanding of rules, encouraging them to listen and follow instructions effectively.

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About this inspection

The inspector spoke with the childminder, co-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.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 17:00,Friday : 08:00 - 17:30

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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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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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