Fraser, Louise

Childminder

Unique reference number (URN): 2742240 Registered with Ofsted: 04/09/2023 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, including those facing other barriers to their learning and/or wellbeing, have gained the necessary knowledge and skills they need for their next stage of their education. They make progress from their starting points. For example, during story time, children have learned to use rich vocabulary and ask questions about the stories being read to them. Furthermore, children engage in discussions and have back-and-forth conversations. They join in with singing songs and rhymes and enjoy using actions and instruments. As a result, children develop confidence in the skills they need for the next stage of learning and development.

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Achievement Expected standard

Children achieve well. They are making sense of the world around them. For example, children have learned to make links about how things grow, such as understanding that seeds need soil and water to grow. As a result, children typically achieve well in their knowledge and understanding of the world.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has embedded high expectations for all children's behaviour. Children consistently display high levels of engagement in their learning environment. They have built secure attachments with the childminder. Routines are embedded and understood by children. Children share, take turns and show respect towards others. As a result of this harmonious environment, children behave extremely well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is dedicated in ensuring that children attend the setting on a regular basis. Her monitoring systems and partnership working with parents help to support positive routines and habits. Furthermore, the childminder supports and understands all children's individual needs well. She works closely with parents to find out about children's starting points and routines before they start.

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Behaviour, attitudes and establishing routines Expected standard

Children are eager and keen to join in with planting seeds. The childminder provides spades for children to scoop their own soil. Children have fun as they fill and empty pots, making holes in the soil for their seeds. The childminder supports children by making links to growing other plants and seeds. Children listen attentively and follow instructions. At snack time, children develop their social skills. They engage in conversations and talk about the fruit they are eating. As a result, children develop positive attitudes to their learning.

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Children's welfare and wellbeing Expected standard

The childminder has created a welcoming learning environment. Children typically enjoy their learning and being outdoors in the fresh air. They engage in planting seeds and making mud castles. The childminder supports children's imagination and thinking skills through her warm interactions. Children build warm relationships with the childminder. This supports children to feel valued and have a sense of belonging. Children are beginning to develop their independence skills. They attempt to put on their coats and wellies with the support of the childminder. Children are encouraged to wash their hands before mealtimes and after playing outside. Personal care needs are supported by the childminder. However, the childminder does not always teach children the skills to be even more independent, for example at mealtimes, when children show they are ready to have a go for themselves.

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Children's welfare and wellbeing Expected standard

The childminder supports children to manage and recognise their emotions. For example, children confidently seek the childminder for cuddles when they become sad. The childminder responds sensitively and talks to children about how they are feeling.

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Children's welfare and wellbeing Expected standard

Mealtimes are social times. Children engage in conversation with the childminder. She provides healthy and nutritious meals and works with parents to understand children's routines. The childminder supports children to make healthy choices to promote children's health and wellbeing.

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Curriculum and teaching Expected standard

The childminder implements an ambitious curriculum. She is dedicated to ensuring that children are given the essential knowledge and skills they need for their next stage of development. The childminder has in-depth knowledge of child development. She uses this knowledge to support children's next steps in learning.

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Curriculum and teaching Expected standard

Communication and language are at the heart of this setting. The childminder introduces children to new words effectively. Through her daily interactions, the childminder models language and provides a narrative. For example, when watering plants, children notice the bulb. The childminder helps children to recall their prior knowledge and experiences. However, she now needs to provide more opportunities to extend and build on children's knowledge even further.

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Curriculum and teaching Expected standard

The childminder supports children's early mathematical development effectively. She incorporates mathematics into everyday activities and routines. Children count out their snack and talk about big and small animals. This helps children to develop their mathematical knowledge and skills.

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Curriculum and teaching Expected standard

The childminder typically supports children's physical and personal, social and emotional development. For example, she provides learning experiences for children to develop and practise their fine motor strength through mark making. Through warm and positive interactions, children confidently express why they feel sad and talk about their emotions. This contributes to children's readiness for future learning.

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Inclusion Expected standard

The childminder identifies children's individual needs quickly. She works in partnership with parents to share individual children's next steps for learning and development. She monitors children's progress and adapts her teaching through her daily interactions.

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Inclusion Expected standard

The childminder is dedicated to reducing barriers to children's learning and/or wellbeing through tailored learning experiences. For example, she has identified gaps in children's physical development. The childminder ensures her curriculum provides opportunities for all children to experience a range of active outdoor learning experiences, such as visits to the library, parks and nature reserves. This helps to ensure that all children benefit from the space and time to develop and practise their skills and learn about the world in which they live. As a result, children make progress from their starting points.

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Inclusion Expected standard

The childminder has an understanding of using the early years pupil premium funding to further enhance children's learning and development. She has taken part in local schemes to ensure that families and children get the right support. The childminder has improved her knowledge and skills through purposeful training, for example inclusion and brain development training, to further support all children in her care.

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Leadership and governance Expected standard

The childminder is dedicated and places all children at the heart of her decision-making. She has created a highly inclusive setting and helps all children to make progress from their starting points. The childminder works in collaboration with parents and other professionals to tailor support for children. She understands the setting's strengths and areas for development. The childminder uses feedback from parents and other professionals to further improve her provision.

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Leadership and governance Expected standard

The childminder accesses training to enhance her professional development. For example, recent training on special educational needs and/or disabilities and early literacy has enabled the childminder to develop her practice and knowledge even further. Her in-depth knowledge of child development helps to ensure that all children benefit from the education and care she provides to improve outcomes for all children.

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Leadership and governance Expected standard

Relationships with parents are effective. Parents report that their children have made progress from their starting points and are happy to attend. Parents welcome the feedback they receive about their children's day. They appreciate the learning experiences the childminder provides for their children, including outings to parks, the library and playgroups. Parents report that these experiences have helped their children to develop social skills and learn more about their community and the world in which they live.

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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 are content and happy in the care of the calm and gentle childminder. They settle quickly in this welcoming and highly inclusive setting. Children have built warm and caring relationships with the childminder. They demonstrate a sense of belonging through nurturing interactions they experience. For example, when children get upset, they seek comfort and reassurance from the childminder. This helps children to feel safe and valued.

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

Children consistently develop positive attitudes to their learning. Routines are well embedded into everyday practice. Children develop an impressive understanding of the

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About this setting

Type: Childminder childminder's expectations. They make progress from their starting points as the childminder provides opportunities that reflect children's interests and next steps in learning. As a result, children thrive in this harmonious environment.

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About this setting

Children enjoy their time with the childminder. They develop a love for books, rhymes and songs. The childminder discusses children's prior knowledge about visits they have experienced, which ignites their curiosity. Children talk about pictures in books and ask questions to enhance their learning. Children relish making music and listening to different sounds. They develop their own ideas and sing songs as they use shakers and play xylophones. Furthermore, children use actions as they sing along to rhymes. Opportunities such as these help children to develop the essential skills they need to make progress in their communication and language.

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About this setting

In collaboration with parents, children's attendance is promoted to ensure all children regularly attend the setting to support their learning and development.

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Next steps

The childminder should extend and build on children's knowledge and understanding even further during her interactions. The childminder should continue to strengthen opportunities to help children become increasingly independent through daily routines.

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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. Registration date: 04/09/2023

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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

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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