Childminder

Childminder

Unique reference number (URN): 2746415 Registered with Ofsted: 07/11/2023 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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Behaviour, attitudes and establishing routines Expected standard

Children eagerly join the childminder from their classrooms for the after-school session. They show excitement as they meet their childminder and share stories about their day. This shows the positive bond between the childminder and the children. The childminder develops this further by taking a genuine interest in the children. For example, she takes time to engage with each child one to one throughout the session to build secure relationships. As such, children are very comfortable with the childminder and respond well to her instructions.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive levels of involvement, when engaged in a range of well-considered activities. Typically, they demonstrate friendly and respectful behaviour, using good manners and the ability to share fairly. The childminder is attentive to any potential disputes and quickly helps mediate any disagreements. However, some children find it difficult to manage their emotions when conflicts arise, and there are some instances of disruptive behaviour. As such, the childminder should consider how she can work more effectively in partnership with the other settings children attend to strategically and consistently support children's behaviour.

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Children's welfare and wellbeing Expected standard

The childminder builds warm, trusting relationships with children. She provides meaningful opportunities to build sensitive, responsive relationships. Children are encouraged to express themselves, form friendships and strengthen their social skills, which supports their emotional wellbeing. Additionally, she provides a range of experiences to broaden children's understanding of the world and their emotions. For example, learning about different feelings on Valentine's Day.

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Children's welfare and wellbeing Expected standard

The childminder considers children's physical health well. She provides opportunities for exercise and rest, reflecting on the importance of physical activity after school. The childminder has developed an outdoor space that supports children's physical development, providing opportunities to play sports and move around freely. Furthermore, during holidays children enjoy trips to local play areas and parks, which supports their physical development and wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder considers healthy eating within the setting, providing a snack after school. However, there are opportunities to further extend children's knowledge and experiences in this area. For example, children do not consistently take part in completing tasks linked to their daily routines. The childminder should consider ways to enhance opportunities for children to develop independence through actively engaging in simple, age-appropriate responsibilities. This would further support their understanding of personal responsibility, welfare and wellbeing.

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Inclusion Expected standard

The childminder consistently recognises and celebrates each child's individuality and unique background, for example, by acknowledging and valuing different national heritages. This inclusive approach helps to strengthen children's sense of belonging and ensures they feel represented within the setting.

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Inclusion Expected standard

Although there are currently no children on roll with identified special educational needs and/or disabilities, the childminder demonstrates a secure understanding of how to support a range of needs effectively. She builds strong, positive relationships with parents, fostering open communication and a shared understanding of each child. This enables her to respond thoughtfully and sensitively to individual needs, ensuring all children are well supported.

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Inclusion Expected standard

The childminder also supports children from a range of religious backgrounds, ensuring they are fully respected and valued within the setting. For example, she sensitively discusses fasting with the group to help support children observing Ramadan. This helps children to develop an understanding of different beliefs and practices, promoting reflection on diversity. As a result, an inclusive and tolerant culture is fostered within the setting.

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Leadership and governance Expected standard

The childminder demonstrates positive reflective practice and takes appropriate steps to identify areas for improving her provision. She engages well with training provided by the local authority, which supports her understanding of her responsibility to safeguard children effectively. For example, she has recently attended training on play-based learning and supporting children's wellbeing. The childminder should now focus on embedding this professional development consistently into her everyday practice, ensuring it is tailored to the needs of children within her setting. In addition, she should consider how the impact of these improvements can be monitored and evaluated over time. This will help to strengthen the effectiveness of her provision and further promote positive outcomes for children.

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Leadership and governance Expected standard

Parents report that they feel confident their children are safe, well cared for and enjoy their time at the setting. The partnership with the local primary school is open and supportive. However, this could be further strengthened to promote greater continuity in children's experiences and to support the embedding of positive behaviours across both settings. For example, the childminder could develop a clearer understanding of the strategies being used by the school to support children's personal development, ensuring a more consistent approach to behaviour and wellbeing. In addition, she could gather more detailed information about children's school day during pick up, enabling her to respond more effectively to their needs when they return to her care. Strengthening these links would further support children's welfare and wellbeing and enhance the overall quality of care provided.

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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 greeted by the childminder with warmth and enthusiasm as they start their out- of-school session. The childminder engages children in meaningful conversations about their day and what they have been learning, supporting their communication and reflection skills. She places a strong emphasis on clear rules and expectations, consistently reminding children of appropriate behaviour and ensuring they understand the importance of following routines. Through her calm and consistent approach, she helps children to develop respect, responsibility and a good understanding of boundaries while on the premises. As such,

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About this setting

Unique reference number (URN): 2746415 children are familiar with the collection routine and show positive behaviours towards one another in the space. When back in the setting, children enjoy authentic and relevant experiences that expand their understanding and knowledge. For example, they have enjoyed learning about the life cycle of a frog after finding frog spawn in the pond.

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About this setting

Children are excited, happy and full of energy, enthusiastically joining the childminder from their classrooms. They are keen to chat to the childminder and share what they have done during the school day. Once back at the setting, children eagerly explore the activities that are on offer. For example, children play collaboratively in a fact-finding treasure hunt, during which they find prompts throughout the environment related to the current topic. This creates meaningful conversation among themselves and encourages teamwork. Parents describe how the childminder turns everyday activities into an adventure, taking the children on trips to local places of interest during the school holidays. They describe how their children talk about coming to the childminder with excitement and how they know their children are kept safe and are well cared for.

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Next steps

The childminder should consider how to work more effectively in partnership with other settings to support children's behaviour and attitude to learning. The childminder should take a more deliberate approach to improvement, to identify and implement the right strategies to improve her practice. The childminder should consider ways to introduce age-appropriate opportunities for children to participate and contribute more independently to their self-care routines.

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About this inspection

The inspector spoke with the childminder 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:30,Monday,Tuesday,Wednesday,Thursday,Friday : 15:05 - 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

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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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