Childminder

Childminder

Unique reference number (URN): 2798898 Registered with Ofsted: 11/07/2024 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

Overall, children listen carefully and follow instructions. They engage in conversations with each other, supported by the childminder's interactions. Children express their needs clearly and confidently. They learn and use new vocabulary in daily interactions.

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Achievement Expected standard

Children make links to their experiences and use these to support their understanding. For example, after a recent visit to a farm, children enthusiastically engage with a farmyard sensory play. Children engage well with learning experiences matched to their ages and stages of development. This enables them to participate fully and build on what they already know. All children, including those with potential barriers to learning, make progress from their starting points.

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Achievement Expected standard

Children receive support to gain confidence with their physical development. They throw and kick different-sized balls at targets, and use tools in the sand. This supports their motor skills and hand-eye coordination. Generally, children share, take turns and engage in activities. This helps to prepare them for their next stage of learning, including transition to other early years settings and school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm and nurturing environment. This helps children to feel emotionally secure. The childminder builds children's confidence and independence through consistent routines, nurture and support. For example, children become less reliant on emotional support aids as they develop their attachment and feel safe and secure in the childminder's care.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder is clear about expectations and reinforces these through daily practice. She speaks calmly to children and helps to redirect behaviours that do not meet her high expectations. When children need support, the childminder responds sensitively, helping them to manage their feelings. She offers comfort and uses distraction effectively to help children regulate their emotions.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between children and the childminder are warm and supportive. Her expectations are appropriate to children's ages and stages. The childminder models positive behaviour and children's behaviour is generally good. Older children receive encouragement to share and younger children learn to be patient and wait their turn. As a result, children learn the importance of turn-taking and being aware of others as they play together.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has processes in place to support punctuality and attendance. She speaks to parents and carers about the importance of their children attending regularly. The childminder supports families through offering transport to help ensure children's attendance.

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Children's welfare and wellbeing Expected standard

The childminder forms secure attachments with children from the start. She knows families well and builds her knowledge of children to meet their individual needs. The childminder provides resources to support children's emotional wellbeing. She communicates regularly with parents and carers.

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Children's welfare and wellbeing Expected standard

The childminder is passionate about children learning outdoors. She provides children with a wealth of opportunities to learn about the world around them. Children have continuous access to highly engaging outdoor learning opportunities. This includes intergenerational forest school, trips to local parks and trips on the train to local attractions. Overall, children learn to keep themselves safe and support their physical health as they play. The childminder weaves messages about risks as they go on outings. She encourages children to listen and look for traffic as they cross the road.

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Children's welfare and wellbeing Expected standard

Children demonstrate increasing independence through daily routines, including washing their hands and managing their belongings. The childminder supports toilet training from an early age, helping children to manage their own care needs. As a result, children develop in self-confidence. The childminder is proactive in speaking to parents about providing children with healthy food. The childminder reminds children to say 'please' and 'thank you'. Children respond positively, showing positive manners. The childminder regularly checks children during their nap times and follows safe sleep procedures well.

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Curriculum and teaching Expected standard

The childminder plans an interesting curriculum based on children's individual needs and interests. She tailors settling-in periods to each family, helping children to feel secure. Activities are well planned to develop children's curiosity. For example, the childminder provides learning resources linked to children's previous experiences, building on what they know and can do. Interactions are typically high quality. They support children at levels appropriate for their age and development. At times, the childminder does not consistently allow sufficient time for children to process and respond to questions. This limits how well children embed their learning. The childminder introduces new vocabulary, models key words and provides play-based support. This helps to develop children's speech. The childminder teaches younger children the names of animals and reinforces this learning through pictures and toys.

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Curriculum and teaching Expected standard

The childminder places a priority on children's physical development with outdoor learning and outings in the local area a focus. For example, the childminder supports children to develop their balance and coordination, such as encouraging them to climb up and down steps. The childminder provides frequent opportunities for children to practise their early counting and number skills through their play. She incorporates stories into daily routines. This means that all children have access to books and opportunities to share stories with adults. The childminder has working partnerships with other settings that children attend. This means that children who attend other settings have consistency in their learning.

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Inclusion Expected standard

The childminder works in partnership with parents and carers from the start. She meets with parents to gain knowledge of children's backgrounds and routines. The childminder uses this information and her observations to build an understanding of children's needs. She gathers information from parents to identify each child's starting points. This helps her to plan support that meets children's and families' individual needs. For example, the childminder does not charge for any outings. She provides additional resources so all children can access her curriculum.

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Inclusion Expected standard

The childminder is not yet confident in meeting the needs of children with special educational needs and/or disabilities, although knows how and where to access support. She understands the processes for seeking advice from professionals. The childminder carries out regular observations and assessments of children's achievements. She works well with parents to meet any needs identified and keeps them informed about their children's progress.

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Inclusion Expected standard

In general, the curriculum is flexible to support children's needs. It focuses on supporting children to be confident and independent learners. The childminder is attuned to children, meaning all children are included and can fully participate. For example, when she notices changes in children's behaviour, she speaks with parents. The childminder implements strategies to support children, helping to reduce potential barriers to learning.

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Leadership and governance Expected standard

The childminder generally demonstrates a clear understanding of her strengths and priorities. She focuses on providing children with nurture and developing their independence. The childminder knows children and families well and uses this knowledge to build an inclusive curriculum. She seeks to meet the needs of all children. The childminder identifies potential barriers to children's learning early on. She works with parents and carers to reduce these barriers.

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Leadership and governance Expected standard

Partnerships with parents are well established and effective. Communication is regular and purposeful. This enables parents to remain informed about their children's experiences and development. The childminder is aware of the professionals she can contact at the local authority to support her with any potential need that may arise.

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Leadership and governance Expected standard

Overall, the childminder shows a positive commitment to professional development. She works collaboratively with other childminders, organising shared activities in the community. This supports their professional development as they can share best practice, updates and ideas. The childminder engages with online training and is proactive in seeking courses to access high-quality training to benefit all children. She recognises the need to further her knowledge of special educational needs and/ or disabilities to further support all children.

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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 arrive happily and confidently settle into the happy and welcoming childminder's home. Children quickly engage in their play. They have established close attachments to the childminder, enabling them to feel secure in her nurturing care.

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

The childminder has an accurate understanding of where children are in their development. She plans a curriculum that captures their interests. The childminder works closely with parents and carers to understand what children already know and can do. She uses this information, alongside her own assessments to identify each child's next steps in learning. The childminder keeps in regular communication with parents and shares observations. She recognises and targets children's potential barriers to learning. Children are active and curious learners, who enjoy a wide range of stimulating activities indoors and outdoors. They enjoy developing their fine motor skills. For example, they pretend to make ice creams with play dough and playing with sand and water in the garden. Children develop independence in their play and daily experiences.

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

The childminder joins their play in a supportive way, supporting their interest and engagement. During play, she engages children by asking thoughtful questions to extend ideas and share new vocabulary. Using play-based experiences to encourage children to expand their mathematical vocabulary, the childminder skilfully incorporates words such as 'big,' 'long' and 'tiny' into children's everyday language. This supports children's vocabulary development and language acquisition. Children sustain their concentration and curiosity as they investigate. They demonstrate warm and positive relationships with each other. Children laugh and play together showing enjoyment of their learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

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About this setting

Local authority: Devon Children benefit from trips out in the local area, helping them to learn through real-life experiences. For example, they enjoy regular visits to the zoo, beaches and local parks. Children benefit from a varied and interesting range of experiences that prepare them well for their next stage in learning.

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Next steps

The childminder should strengthen her interactions with children by allowing them more time to process questions and express their ideas. The childminder should implement her professional development plans to continue extending her skills and knowledge regarding supporting children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with the childminder, parents and carers 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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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. 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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