Childminder

Childminder

Unique reference number (URN): 2741555 Registered with Ofsted: 10/12/2023 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 are confident and eager to access the learning opportunities that the childminder provides. They enjoy learning and make progress across all areas, especially in language and communication. Children speak in clear sentences to ask questions and express their needs. For example, children ask what they are having for snack and if they can play outdoors. They chat to other children and the childminder.

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Achievement Expected standard

Children are developing skills that equip them for their next stage in learning, such as school. Children are happy to try new activities. They listen carefully to a story and answer questions about objects on a page. They join in with the final word at the end of a line of text. They help the childminder to turn the pages. Children make steady progress in their physical development. They confidently run and climb. They make progress in their fine motor skills through cutting cucumbers and turning the pages of a book.

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Behaviour, attitudes and establishing routines Expected standard

Children have a secure attachment with the childminder. This relationship ensures children's emotional wellbeing, confidence and resilience are well developed. The childminder delivers a familiar daily routine. This makes children feel settled and happy. The childminder generally has appropriate expectations for behaviour and children mostly behave well. However, children are not consistently supported to understand behaviour expectations. For example, children are not told when they say words that are not appropriate. This means that children are not clear about behaviour expectations, including the use of appropriate language. The childminder praises children for displaying positive behaviour and children play happily alongside each other. The childminder supports children to be kind, share and take turns through stories and games.

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Behaviour, attitudes and establishing routines Expected standard

The childminder models respect through her interactions and conversations with children. Children are enthusiastic about playing and learning. They are encouraged to try new activities. The childminder knows the importance of children's regular attendance. She understands how to follow up on any absences, should they occur.

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Children's welfare and wellbeing Expected standard

The childminder typically supports children to develop long-lasting healthy habits. For example, children drink water or milk and have healthy food at mealtimes. They are supported to wash their hands before eating and after touching animals. The childminder supports children to learn about oral health. Children read books about keeping teeth healthy and toothbrushing with the childminder. Children are given the opportunity to rest as needed. The childminder generally understands how to keep children safe, both indoors and out. She talks with the children about keeping safe when out in the community.

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Children's welfare and wellbeing Expected standard

The childminder provides quality care and support for children and their families. She signposts families to further help and support when needed. She supports children to learn about emotions. The childminder does this through talking about the children's emotions as they occur. They share books and pictures about emotions and together use mirrors to make different faces that show feelings. The childminder supports children to self-regulate with the use of bubbles and music.

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Curriculum and teaching Expected standard

The childminder designs and delivers a curriculum that covers all areas of learning. She identifies children's starting points in partnership with parents, then carefully plans learning activities based on children's interests. This means that children enjoy learning and make progress. She regularly reviews progress to support children's next steps in learning.

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Curriculum and teaching Expected standard

The childminder is clear about what she wants children to know and do while they are with her. She makes language and communication a priority. The childminder supports children to become confident speakers. She reads to children and uses their interests to ignite talking. As a result, children learn new vocabulary and enjoy talking about things that interest them. The childminder is clear about the importance of children becoming independent, to equip them for their next stage in learning, such as school. Children use the toilet, slice food and drink from a cup. However, children are not consistently encouraged to use their self-help skills throughout the day and this limits children's opportunities to become independent. For example, children should be encouraged to dry their own hands and pour their own drink.

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Curriculum and teaching Expected standard

The childminder understands the importance of supporting children's physical development. Children enjoy playing out in the garden, running, throwing and climbing. They enjoy walking with the childminder to the local park. They safely use the park equipment and the open space. This helps develop children's core strength and supports their gross motor skills.

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Inclusion Expected standard

The childminder understands the importance of inclusion and provides an inclusive setting. She welcomes all children, including those with special educational needs and/or disabilities (SEND). Her experience of working with children with SEND means that she typically meets the needs of all children. She does this through adapting the activities she plans and the support she provides.

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Inclusion Expected standard

The childminder has completed training in working with children with SEND. She uses the knowledge gained and new ideas from training to further support children. This ensures that all children's needs are met. The childminder continuously tracks children's progress in learning and development. Any gaps in learning are quickly identified. The childminder knows who to contact for additional support for children with SEND. She works in partnership with parents to gain information about children's individual learning needs.

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Inclusion Expected standard

The childminder is aware of early years pupil premium funding eligibility and how to access it. She makes parents aware of this. The childminder understands how to use any additional funding to enhance her curriculum to meet individual needs. She is effective in supporting children to manage their emotions. For example, she uses music and sensory activities to help children to self-regulate.

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Leadership and governance Expected standard

The childminder has a culture of continual improvement and takes part in regular training to support this and further improve outcomes for children. After completing training on children's physical development and communication and language, the childminder used the training to evaluate her curriculum for these areas of learning. She uses her knowledge to implement new activities at her setting. Generally, the childminder has an appropriate understanding of the strengths and areas for the development of her setting.

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Leadership and governance Expected standard

The childminder understands to contact external services to gain extra support in meeting children's needs if needed. She knows to share information gained with parents as required. The childminder works well in partnership with parents. They speak highly of the childminder and how she has helped children to thrive and grow. They are grateful for the support and care that she provides. The childminder provides parents with daily information about what their child has been doing and about their progress in learning. She quickly informs parents about any development concerns, should they occur. She suggests to parents how they can further support their children at home.

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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 eager to go to the childminder's setting. She provides a welcoming, calm environment, where children play and make progress. The childminder builds secure relationships with children. This means children feel safe and happy. They select books from

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About this setting

the bookcase and take them to the childminder. They sit next to her and ask her to read to them. Children learn to love books and ask the childminder to read their favourite ones again. Children smile at the childminder and ask for a cuddle. They sit and chat to the childminder and she listens. She makes comments about what they are doing and extends their thinking. For example, she uses a story about recycling to talk about where to put rubbish. Children learn about how to care for our planet and the animals that live on it. They secure their knowledge through play. For example, children explore small-world animals and the childminder tells them about where they live in the wild.

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About this setting

Children enjoy playing in the garden, planting seeds and practising their throwing skills. Children's learning is enhanced by trips out in the community to the local playgroup and park, where they meet other children their age and so build their social confidence. They travel on a bus and walk with the childminder and develop their physical skills through walking, running and climbing. Children are encouraged to try new activities and their achievements are celebrated. For example, the childminder praises children when they learn to throw a ball. Children learn about how to be kind, share and take turns. They are encouraged and supported to build friendships with others. They learn about different faiths and cultures through celebrations. This means children learn about diverse beliefs and cultures in their community and around the world.

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Next steps

The childminder should consistently encourage children to become independent throughout the day. The childminder should consistently support children to understand behaviour expectations.

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About this inspection

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

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About this inspection

We carried out this inspection under the sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the provision that is registered on the Early Years Register. The registered person must ensure that the provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Unique reference number (URN): 2741555

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 07:30 - 16:00

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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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