Childminder

Childminder

Unique reference number (URN): 2792058 Registered with Ofsted: 04/06/2024 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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Children's welfare and wellbeing Strong standard

The childminder always prioritises children's safety. She completes rigorous and detailed risk assessments and health and safety checks each day. For example, the childminder ensures that the areas outside of the property are always clean and hygienic for children. She provides children with safe sleeping spaces and regularly checks on their wellbeing throughout the morning. In addition, the childminder thoroughly checks children's packed lunches to ensure that any food items are chopped appropriately to avoid choking.

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Children's welfare and wellbeing Strong standard

The childminder has comprehensive knowledge and understanding of children and their families. She builds trusting relationships and is aware of children's changing needs each day. For instance, the childminder recognises differences in children when changes are happening in their home and adapts her practice to meet their individual needs. Children begin to recognise their emotions and show enjoyment in making different facial expressions to reflect their feelings. They benefit from effective partnership working between the childminder and their families. For instance, parents share that toothbrushing can be difficult at home. The childminder ensures that she promotes oral hygiene in the setting to overcome this.

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Children's welfare and wellbeing Strong standard

Young children develop very good physical and self-care skills. They show enjoyment in washing their hands and prepare the fruit for snack, carefully developing their chopping skills as they chop bananas. Children automatically make healthy choices and choose the fruit from their packed lunch at dinner time. The childminder offers praise and reinforces choice. This demonstrates how children are developing healthy habits from an early age.

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Achievement Expected standard

Children make effective progress in relation to their starting points. They are keen, enthusiastic learners and join in with planed experiences. The childminder has high expectations for all children and knows them well. Children benefit from appropriate levels of support and challenge. They begin to use mathematical language as they copy number names from the childminder and begin to say them in the right order. Children develop high levels of confidence and good social skills. They listen well during activities and are aware of the behavioural expectations.

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Achievement Expected standard

Children begin to develop the skills they need for the next stages in their learning. For example, young children begin to develop self-care skills and independence as they wash their hands and successfully use the toilet. All children are encouraged and supported to reach their full potential. For example, children with delay and gaps in their learning benefit from targeted plans that are created by all those involved in their care, learning and development.

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Behaviour, attitudes and establishing routines Expected standard

Children have especially high levels of independence and benefit from established routines that prepare them to start school. The childminder promotes positive behaviour and is an excellent role model for children. Children's behaviour is exemplary. They are aware of their own safety in the setting, and the childminder gently provides reminders to them. This approach is highly effective, and young children play and explore safely with minimal support or direction. However, there are times when children show interest in exploring and learning in different areas, but the childminder does not always respond or adapt swiftly if this is outside of her planned timetable.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a strong focus on supporting children's personal, social and emotional development. Children show an awareness of sharing, turn-taking and are well mannered and polite. Older children learn about a wide range of emotions and label them as they make different facial expressions with the childminder. The childminder is aware of how to support children who have trouble with their emotions and helps them try and learn skills to self-regulate. Children build resilience and keep trying to learn new skills. For example, the childminder models how to fill the water jugs outdoors, and children continually repeat this, showing perseverance to fill the large tray.

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Curriculum and teaching Expected standard

All children make good progress in their communication and language development. The childminder is aware of potential barriers to this particular area of their learning. The childminder consistently models new vocabulary to children and offers appropriate explanations to support their understanding. Other children are very skilled in communication and use clear language and sentences to communicate their thoughts and ideas. Children enjoy stories and often will choose to go and look through the books on offer. The childminder recognises these opportunities and extends their learning by reading to them and talking about what they can see. Children become independent and enthusiastic learners. They explore resources confidently indoors and outdoors.

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Curriculum and teaching Expected standard

The childminder provides an ambitious curriculum for all children and plans activities that match their stages of development. She provides children with a wide range of experiences and helps them to develop the skills they need to start school. For instance, young children begin to use the toilet when they show they are developmentally ready. However, there are times when children show preference towards another experience and the childminder does not adapt her teaching in the moment. For example, children are very keen and interested to play in the water tray outdoors. The childminder has planned a sensory activity in the tray and persistently tries to redirect them before eventually allowing them to explore the water. This means some opportunities for the childminder to engage deeply with children are missed.

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Inclusion Expected standard

The childminder understands the importance of identifying gaps in children's development swiftly. Although there are no children with special educational needs and/or disabilities on roll currently, the childminder has had experience of supporting children and families as they work with other agencies to support children. The childminder uses her knowledge of child development, regular observations and relevant assessments to evaluate the progress children make. She shares this with parents, and they discuss how they can help children to learn at home.

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Inclusion Expected standard

The childminder plans activities and experiences that are based on children's individual learning needs. She is aware of any potential barriers to learning. For example, when young children choose to make sounds instead of words, she sensitively models the correct words to them and encourages them to copy from her. She offers praise for their efforts and is very consistent in her approach. The childminder encourages families to share information with her about any changes to children's circumstances. This helps her to continuously evaluate how she can meet their needs and prioritise their wellbeing.

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Leadership and governance Expected standard

The childminder is dedicated and committed to promoting children's care, learning and welfare. She is well organised and implements robust policies and procedures that have a positive impact for all children and their families. The childminder has established positive relationships with families, and they comment positively on their experiences. They say that they have seen a difference in their children's levels of self-confidence and language skills.

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Leadership and governance Expected standard

The childminder is aware of how to use extra funding to support children whom it is intended for. She continually monitors children's progress to identify any areas of concern and considers any barriers to their learning. The childminder knows how to make referrals to other professionals where children may need further support.

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Leadership and governance Expected standard

The childminder is invested in making continual improvements and enhancements that benefit children. She works alongside other childminders and local authority advisers to evaluate her setting and maintain good practice. For example, she sought advice to help her support children with delay in their learning and followed guidance from other professionals to help them make progress. The childminder has accessed a range of professional development opportunities, such as how to support children under 2. This has helped her to meet the children's needs in her care. She continues to consider further training to help her develop further skills as children begin to prepare for school.

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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 happy, settled and ready to learn. They demonstrate they feel safe and secure with the childminder and greet new visitors with confidence. The childminder knows children very well. She gathers detailed information from parents about what children know and can do when they start. This enables her to plan activities that help children build on their existing skills and build solid foundations for future learning. For example, young children explore the environment, indoors and outdoors, independently with interest. They begin to build with blocks, and the childminder encourages them to count how many. Children show

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About this setting

Unique reference number (URN): 2792058 a love of books from an early age. They thoroughly enjoy using puppets and soft toys, and the childminder uses these to extend their interest and provoke new conversations. Children benefit from established routines, and the childminder promotes consistency as she follows children's routine from home, such as when they sleep.

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About this setting

All children, including those with special educational needs and/or disabilities and those with potential barriers to their learning, receive appropriate support from the childminder. Children make good progress across each area of their learning, particularly in their communication, language and social skills. Children benefit from the high standards of care and learning consistently provided by the childminder. She maintains positive partnership working with families and others involved with children. This helps to promote smooth transitions.

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About this setting

Children's attendance is good, and families are encouraged to bring children regularly. They benefit from the flexibility the childminder provides. For instance, children can attend during school holidays as and when they need to. Children thoroughly enjoy their time with the childminder, and families are happy with the provision.

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Next steps

The childminder should consider how she can extend children's learning, specifically when they make choices about their experiences, and adapt her teaching accordingly to engage deeply with children. The childminder should begin to reflect on her professional development and access training to support children further as they move through their stages of development.

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About this inspection

The inspector spoke with the childminder and the 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 : 07:00 - 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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