Childminder

Childminder

Unique reference number (URN): 2780248 Registered with Ofsted: 31/05/2024 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

Children's welfare and wellbeing are prioritised consistently and are highly effective. The childminder develops nurturing and trusting relationships with all children. She provides additional support and reassurance to those children who face barriers to their learning. For example, she takes time to help children to understand their own feelings and those of other children. Children readily seek reassurance, comfort and support from the childminder, which enables them to regulate their emotions and re-engage in play and learning quickly. The children giggle and laugh, when entering the setting, and are happy and settled. Children form very secure attachments with the childminder, which supports their emotional wellbeing extremely well. For example, children who are upset after falling at the park enjoy extra nurturing cuddles. Children demonstrate extremely positive attitudes as they explore a calm and purposeful learning environment. Well-established routines enable them to move

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Children's welfare and wellbeing Strong standard

between activities with ease, showing confidence and independence in this inspiring and motivating environment.

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Children's welfare and wellbeing Strong standard

Children develop their independence skills and understand how to keep themselves healthy. For example, they learn how to make healthy food choices. Children are offered a range of exciting healthy snacks each day. The childminder discusses the food groups and thought- provoking questions on what keeps our bodies healthy. For example, the childminder explains about calcium in the milk being good for bone health and drinking water to keep hydrated. The childminder supports children's understanding of healthy lifestyles and physical development through daily movement and outdoor play. For example, the children climb on the climbing frame and walk to the park, which supports their physical development, skills and fitness. Children benefit from regular fresh air and exercise as part of a healthy lifestyle.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is committed to creating an environment, where all children feel safe, secure and valued. She has excellent relationships with all her children and families and daily routines are well established and simple to follow, allowing transitions to occur with minimal adult intervention. Children are supported to develop positive social behaviours through warm relationships and gentle guidance. The childminder ensures that children enjoy a broad range of enriching experiences. Children report they thoroughly enjoy attending the setting, interacting with their peers, playing outdoors and eating the healthy and nutritious snacks the childminder provides. Children behave well and show respect for the resources and the childminder. They play comfortably alongside peers, share resources and show kindness, such as sharing items during play. When children need support, the childminder responds sensitively, helping them manage feelings and encouraging positive

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Behaviour, attitudes and establishing routines Expected standard

interactions. Children respond confidently to clear, age-appropriate instructions, such as washing their own hands before mealtimes. Children demonstrate positive attitudes as they explore a calm and purposeful learning environment. Children move between activities with ease, showing confidence and independence. The childminder has clear boundaries and rules, and children demonstrate excellent manners. For example, they listen carefully and follow the childminder's instructions and thank her for food at snack time. When disagreements arise, the childminder intervenes promptly and sensitively to help children resolve conflict and regulate emotions. This prevents escalation and helps children develop an age- appropriate understanding of their feelings and how to manage these. The childminder has high expectations and a highly effective approach to emotional regulation. This supports and builds upon the excellent behaviour of children in her care.

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Inclusion Expected standard

The childminder has a positive attitude to inclusion and is confident in the steps she would take to support children with special educational needs and/or disabilities. She understands the importance of working closely with parents and carers and external professionals to achieve the best possible outcomes for all children. She promotes an inclusive environment, where children of different ages and abilities play together and are supported to participate alongside one another. The childminder gathers and uses information from parents, carers and schools to develop a secure understanding of children's needs. This helps ensure support is consistent. Children who speak English as an additional language are supported through clear communication, modelling and demonstration. The childminder has no children with special educational needs/ disabilities but would adapt her setting to suit their needs. She explained she would support parents and children by tailoring activities to their

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Inclusion Expected standard

The childminder works closely with families from the start. This allows her to identify any potential barriers to children's learning. The childminder establishes links with other services and professionals and understands how close working partnerships will provide both her and families with additional support. She works in partnership with parents to support any child with medical needs. Furthermore, the childminder provides advice and support to families in order to promote a collaborative approach to supporting children's needs.

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Leadership and governance Expected standard

The childminder gathers detailed information, when children first start, so that she can plan effectively for ways that she can meet all children's needs and identify where they may need additional support. The childminder reflects on her practice well. She is clear on her strengths and targets her priorities for improvement to ensure the best possible outcomes and experiences for children. For example, she plans to develop her knowledge of other languages. However, the childminder has not fully accessed professional development opportunities to further her teaching skills to support children who speak English as an additional language and raise her teaching practice even further. Overall, the childminder's leadership ensures that children feel secure, develop independence, gain confidence and have lots of fun. Partnerships with parents are effective. The childminder shares clear information about children's learning through daily conversations. This helps parents understand what their

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Leadership and governance Expected standard

children are learning. Parents speak highly of the childminder and value the positive impact she has on their children. They comment that their children have developed in confidence and independence skills since starting. The childminder's leadership creates a culture of high expectations and highly supportive partnership working.

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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

The childminder's ethos is 'This is a safe space to be who you are, you are always welcome here however you are feeling', this shows as the children display a sense of belonging in the home-from-home environment. Children thrive in the calm, nurturing environment. The childminder warmly welcomes the children as she collects them from school. Children excitedly share stories of their day with the childminder, and she praises their achievements. The children transition safely from the school to the childminder, they walk in pairs holding hands to the park. They show they are familiar with the routine. The childminder helps children to learn how to keep themselves safe. For example, she teaches them road safety rules and how to cross the road safely. She provides plenty of love and cuddles and the children have very strong bonds with her as her nurturing and calm nature helps them feel safe and secure. They play alongside one another harmoniously, showing kindness, respect

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

and consideration. They play happily together and form well developed relationships with their friends. For example, children take turns on the slide and enjoy pushing each other on the swings as they fill the air with laughter.

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

The children have excellent manners, respect and consideration for others. They display positive behaviours, such as turn-taking and sharing, which helps them to understand and consider the needs of others. The childminder introduces appropriate boundaries for children's behaviour from an early age. Children are encouraged to keep trying when at first they do not succeed. For example, when children cannot use the climbing frame, the childminder supports them with helpful hints and tips until they achieve their goal. This builds children's resilience and self-confidence.

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Next steps

The childminder should pursue further professional development to enable her to better support children who speak English as an additional language.

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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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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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