Childminder

Childminder

Unique reference number (URN): 2771262 Registered with Ofsted: 26/04/2024 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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Behaviour, attitudes and establishing routines Strong standard

Children follow well-established daily routines. They help to tidy away toys after use and cooperatively line up ready to wash their hands before tea or to go outside. The childminder manages children's behaviour in sensitive and appropriate ways. She talks to all children, including those with special educational needs and/or disabilities, about her expectations for their behaviour and the impact of their actions on others. This helps children to learn right from wrong and develop their awareness of safety. The childminder shows high regard in supporting children to regulate their behaviour. She gives children options so that they feel in control and make choices of what they want to play with. They talk about their feelings and emotions, enabling children to increasingly manage their behaviour well. The childminder gives children lots of praise for their efforts and achievements. This creates a positive environment for all children.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has effective systems in place to monitor children's attendance. The childminder reviews children's attendance to ensure she and her assistants know the individual needs of the children attending each day. This helps to reduce any barriers to children's attendance and ensures they are supervised effectively. The childminder regularly shares information about the clubs activities so that children and parents can make informed choices of the days they want to attend.

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Behaviour, attitudes and establishing routines Strong standard

Children attend a variety of local schools and successfully make new friendships as they join together at the childminder's setting. The childminder plans lots of opportunities for children to develop their social skills while participating in a variety of fun group activities, such as team games and talent shows. Children actively share toys and take turns well, for example, when playing board games. They have excellent relationships with the childminder and her assistants. Children freely approach them if they need help or support. They develop their sense of belonging as they talk about the activities they like at the setting. They say goodbye to their friends and the childminder and her assistants when they leave.

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Inclusion Strong standard

The childminder regularly reviews the activities and daily routines to ensure all children's needs are met, including those with special educational needs and/or disabilities (SEND) or children with barriers to their engagement. For example, she has adapted the play space to ensure a quiet room is available with a broad range of books and toys to support children who wish to play in a quieter environment. The childminder makes quick skilful adjustments to ensure assistants are well deployed to supervise children and adapt to their changing needs. Consequently, children's behaviour is supported effectively, minimising any disruptions as they are effectively guided and engaged in play. For example, when children go into the bushes in the outside play area the childminder distracts them by encouraging them to look for snails. They talk about snails and where to find them, developing children's interest that successfully encourages their positive attention and engagement.

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Inclusion Strong standard

The childminder works closely with parents and carers and teachers to ensure information is regularly shared between them. This ensures that there is a consistent approach to

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Expected standard

children's care and that information regarding children's progress is readily available to inform any assessment processes for children with SEND.

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Expected standard

The childminder knows children well and shows high regard to promoting inclusion for all children. She embeds consistent daily routines that help children know what is happening now and what they will be doing next. This successfully supports children to manage times when activities change during the after-school session and promotes their full engagement.

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Children's welfare and wellbeing Expected standard

Children enjoy relaxed and sociable mealtimes. They sit in small groups chatting to their friends about their day and the foods they like to eat. The childminder ensures children's individual dietary needs are met. She offers children a balanced diet of freshly prepared breakfast and cooked meals after school. Generally, children make choices of foods and the amount they want to eat. This helps them to develop healthy eating habits. Children with special educational needs and/or disabilities receive effective support during mealtimes. This ensures their individual needs are met effectively.

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Children's welfare and wellbeing Expected standard

Children generally gain exercise as they run around and enjoy playing outside together. They have lots of opportunities to engage in fun games and sports that help develop their physical skills and promote healthy lifestyles. The childminder supports children well in promoting their wellbeing. She helps children to express their emotions and manage their feelings. The childminder gives children lots of praise and helps to build their confidence. As a result, children are happy and settled at the club. Typically, they follow their own interests during their play and cooperatively join in the daily routines.

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Leadership and governance Expected standard

The childminder has made steady progress since the last inspection. She has met all the previous actions raised successfully. As a result, there are now effective systems in place to ensure suitability checks are promptly completed for any new assistants. The childminder has reviewed training with her assistants. She has developed a consistent approach when supporting and managing children's behaviour. The childminder regularly shares information so that they all keep up to date with current practice and they are embedding more consistent routines. The childminder employs a registered childminder and two assistants to work with her and has developed effective routines and rotas so that they are all aware of their roles and responsibilities each day. This promotes their wellbeing and a balanced workload for them all. However, the childminder's arrangements for supervision sessions with her co-minder and assistants are in their infancy. As a result, regular opportunities are

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Leadership and governance Expected standard

not fully established to identify any individual support, coaching and training needs that will enable them to raise the overall quality of childcare.

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Leadership and governance Expected standard

The childminder has strengthened systems to oversee children's attendance. Since the last inspection, further improvements have been made regarding the procedures when collecting children from school. The childminder has reviewed the booking system she uses, along with removing a second school pick-up time from their schedule. She completes regular head counts and embeds clear routines that help children learn about safety as they walk to the club. The childminder plans a wide range of exciting after-school activities that relate to children's interests. As a result, children are settled and purposefully engaged in play. The childminder develops secure relationships with children and their parents and carers, creating a welcoming club that children enjoy attending.

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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 constantly supervised and supported well by the childminder and her assistants. Children's wellbeing is promoted well as the childminder embeds positive routines that help children to learn about health and safety. Children engage children in interesting activities that promote lots of discussions during their play. As a result, all children are settled and develop their social skills effectively. Children of all ages and abilities play well together. For example, they play board games, giant four-in-a-row game, and use a range of construction sets. They talk about the rules of the game or what they have made, showing pride in their achievements.

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

All children, including those with special educational needs and/or disabilities, build secure relationships with the childminder, her assistants and each other. They receive effective support to learn about the expectations for their behaviour. They follow well-embedded daily routines. Consequently, children play cooperatively and actively join in the daily routines. They are helpful, take care of their resources and show a keen sense of belonging at their club. For example, children help to prepare the tables for tea or creative activities. They actively join in outside play together, including team games where they give each other lots of encouragement.

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

Children enjoy their play and make choices of the wide range of activities available. This helps them to develop their independence as they follow their own interests during their play. Children concentrate well during creative activities. They show pride in their achievements as they paint patterns and pictures on small canvases, for example. A wide range of children's art work and drawings are displayed, promoting their sense of belonging well.

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Next steps

The childminder should continue to strengthen ongoing support, coaching and training for her assistants through effective supervision sessions to help raise the overall quality of childcare to an even higher standard.

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About this inspection

The inspector spoke with childminder and her co-minder, assistants and children 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 inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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