Childminder

Childminder

Unique reference number (URN): 2792029 Registered with Ofsted: 03/07/2024 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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Achievement Expected standard

Overall, children develop appropriate knowledge and skills to help them progress in their learning. Outdoors, younger children develop the strength in their bodies, balance and coordination as they climb up steps on apparatus. Children show their prior learning of the environment around them as they use toy construction vehicles with stones to scoop and transport. They receive praise from their peers as they do this, showing their understanding of helping others to feel valued. Older children show their imagination as they pretend to make drinks and say they are 'spicy' and 'sweet', using descriptive language in their play. Younger children are not supported as effectively to develop their early speaking skills. Children play well together and develop their social skills as they pass their friends cups of pretend tea. Children develop the muscles in their hands and fingers in preparation for early

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Achievement Expected standard

writing when they move on to school. For instance, they thread beads onto a lace and learn how to use pipettes to squeeze out water. Children with barriers to their learning progress in their learning. This includes looking at images to support their understanding of the language they hear.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder implements rules and boundaries in her home well. She reminds children to use their hands kindly and to lower their voices indoors. Older children learn the words they need to use to help them express their views and emotions when they struggle to interact with others. Sometimes, the childminder does not consistently help children to share their toys with their friends. On occasion, she takes toys away from children who struggle to share. Therefore, they are not consistently supported to understand how to play with others.

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Behaviour, attitudes and establishing routines Expected standard

Children show that they understand the routines during the day. For instance, when asked, children show a positive attitude to helping tidy away toys. The childminder gives children specific toys to put away, encouraging them to take part. They receive praise for their achievements, helping to raise their self-esteem. Children listen and respond positively to instructions, helping them to form responsive relationships with others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of children attending regularly, such as to promote their safety and learning. She asks parents to inform her if children have planned or unplanned absences and the reasons why. This contributes to promoting children's welfare.

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Children's welfare and wellbeing Expected standard

The childminder helps children to understand how they can keep themselves healthy. This includes ensuring that children receive physical exercise to promote their health. She helps children to understand about foods that are healthy for their bodies and teeth. Older children talk about the importance of brushing their teeth at bedtime. Furthermore, she shares information with parents about drinks that are healthy for their children's teeth. The childminder supports children to recognise how they are feeling, especially when some children struggle to manage their emotions. For instance, she shows them images of different facial expressions and helps them to understand their meaning. Children say that they are sad when they struggle to share. The childminder shares with parents how they can continue to support children to manage their emotions at home, encouraging the same support.

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Children's welfare and wellbeing Expected standard

The childminder identifies ways for children to learn how they can keep themselves safe. She provides them with high visibility vests when she takes them on outings so they can easily be seen. The childminder talks to children about road safety and stranger danger. When first introducing safety knives for children to use, such as to spread butter on crackers, she talks to them about how they can use them safely. This includes talking to children about only using safety knives when an adult is near them and not to put the knives in their mouths.

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Curriculum and teaching Expected standard

The childminder uses information from parents about children's abilities when they first start, along with her own observations and assessments. This helps her to identify what children need to learn next. She implements a curriculum that supports children to complete tasks on their own. This includes all children drinking from open cups to promote their self-care skills and to pour their own drinks at snack times.

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Curriculum and teaching Expected standard

The childminder incorporates group times into the daily routine. She supports children through quality teaching to develop their concentration, communication skills and interactions with others. The childminder asks children to take turns to make choices about nursery rhymes they want to sing and complete actions to. Children sit well and show patience as they wait for their turn. The childminder offers older children activities to promote their thinking and problem-solving skills. For example, she asks children to guess what she is holding in her hands as she describes the objects.

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Curriculum and teaching Expected standard

The childminder offers children resources and gives them time to complete tasks to support their concentration. This includes children using tongs to pick up stones in the garden. Overall, the childminder supports children's communication and language skills well. Although she asks children a wide range of questions, she does not always adapt the language she uses to fully support younger children's early speaking skills. Sometimes, younger children do not understand the questions she asks, therefore, they do not answer.

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Inclusion Expected standard

The childminder makes adaptations to her practice to support children's emotional wellbeing, particularly when they first start attending. For instance, she offers shorter and more frequent settling-in sessions to help children to become familiar with her and their surroundings gradually.

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Inclusion Expected standard

The childminder has previously cared for children in receipt of additional funding. She understands how to spend the money to improve outcomes for children. Previously, she has used additional funding to promote children's safety and learning. For example, safety equipment was purchased to use when transporting children with special educational needs and/or disabilities. Additionally, she has completed Makaton training to support children's communication skills. This is used when singing some nursery rhymes to support children's understanding of the words she uses.

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Inclusion Expected standard

The childminder understands to work in partnership with parents and other professionals, such as the local authority, to support children who face barriers to their learning. Previously she has identified specific targets for children to help them progress. This includes using visual images and sign language to help children communicate their needs and understand routines. The childminder works in partnership with parents to keep them informed about how she is supporting children to close any gaps in their learning. This is so parents can provide consistency for their children at home.

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Leadership and governance Expected standard

The childminder maintains a work, home-life balance. She builds on her professional development. This includes attending training courses and reading articles to develop her knowledge of how to promote children's safety when sleeping and child protection.

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Leadership and governance Expected standard

Overall, the childminder reflects on her practice and identifies changes to improve outcomes and experiences for children well. This includes implementing more consistent routines for children to help them know what is expected of them and to help them feel safe and secure in her care. However, she has not identified how to develop her knowledge of how to build on the support for younger children's early speaking skills. Furthermore, she has not identified how to provide consistent support for children to understand what is expected of them.

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Leadership and governance Expected standard

The childminder shares information about children's care and learning with parents. She offers them suggestions about where to take children in the local area, such as drop-in centres. The childminder helps children to learn about their local community. For instance, she takes them to farm parks to learn about animals, along with soft play centres and local parks for physical exercise.

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Leadership and governance Expected standard

The childminder understands to share information with other settings children also attend and schools they move on to. This helps to provide continuity for their care and learning.

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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

Due to the warm and comforting interactions that the childminder offers, all children, including those who face barriers to their learning, settle quickly into her care. They show that they feel safe and secure, for example, as they confidently select toys and resources to promote their interests. Children show a sense of belonging in the childminder's care. They proudly talk about and show their clothing that displays the childminder's logo. Children show positive relationships with their peers and the childminder. They help their friends to

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About this setting

find their name on a board when they arrive, as part of a self-registration. Children are keen to share their thoughts and views with the childminder, who values their contributions.

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About this setting

Children's attendance and absences are recorded. Information is sought from parents if children do not arrive, to find out the reasons why. This helps to promote children's welfare.

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About this setting

Overall, children progress well from their starting points in learning. Information is gathered from parents about children's prior abilities and used effectively to identify what they need to learn next. Younger children develop their balance and coordination as they begin to ride on equipment and use their legs to push themselves along. Older children hear the correct sounds of words, supporting their own pronunciation. Children engage in group activities where they begin to interact with their peers. They learn how to be patient and wait their turn to choose soft toys that represent nursery rhymes they want to sing. This enables all children to express their views. The childminder makes adaptations when children face barriers to their learning. For example, she uses equipment to promote children's health when they play outdoors in sunny weather. The curriculum supports children to be independent. For instance, older children manage their own personal hygiene routines. This

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About this setting

includes getting tissues to blow their noses.

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Next steps

The childminder should extend the support for children to understand behavioural expectations. The childminder should develop her knowledge of how to support younger children's early speaking skills.

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About this inspection

The inspector spoke with the childminder, her co-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. Unique reference number (URN): 2792029

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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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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