Childminder

Childminder

Unique reference number (URN): 2779045 Registered with Ofsted: 20/03/2024 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 Strong standard

Children flourish in this nurturing and well-planned provision. The care and consideration of experiences that are provided embeds a true love of learning within every child. This supports children to be ready for their next stage of learning. While there are some inconsistencies in exposing children to further knowledge within interactions, children still make high levels of progress from their starting points across all areas of learning.

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Achievement Strong standard

Children learn skills they need for being independent. For example, at lunchtime, the childminder supports children to slice their own foods. Older children show their skills, holding the fruit steady and chopping with precision.

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Achievement Strong standard

Children develop a love of books and frequently choose these to read with the childminder. Children replicate their experiences of being read to and frequently point to pictures, naming what they can see and finding items the childminder asks them to look for.

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Achievement Strong standard

Children show their mathematical understanding, confidently answering how many frogs are in groups and using prepositional language to identify where their frogs are. Children enjoy showing off their physical skills, balancing on one leg and attempting to hop, while others confidently move their bodies to the beat of different musical rhythms.

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Behaviour, attitudes and establishing routines Strong standard

The childminder implements highly effective routines, which all children know and follow precisely. Children behave impeccably well. For example, when the childminder gives instructions such as to tidy up, all children undertake this task without any support or prompting. They place all items in the correct boxes, and for items they cannot reach, place them in front of the cupboards. This shows their understanding, even from a young age, of where they are allowed to access and where they know they need support.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has embedded a calm and harmonious approach to behaviour across the provision. Children develop excellent social skills, which helps them to share and take turns. For example, children patiently watch their friends as they feed a pretend bird. When their friend has finished, young children call 'my turn', without any reminder. Additionally, the childminder places a high level of importance on children's attendance. She works closely with families to promote punctuality and supports families of children to access all hours of funding they are entitled to.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports all children to fully understand what she expects. Children receive consistent praise for their efforts and are frequently and skilfully reminded to keep trying. This supports children to continue to have a go even when they face difficulties. This leads to children achieving more than they set out to do.

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Children's welfare and wellbeing Expected standard

The childminder encourages children to follow positive care routines. Children show their understanding of this and wait patiently for their name to be called to wash their hands before mealtimes. Although the childminder provides healthy meals and snacks to support children's overall health, children are not consistently given knowledge to understand why these choices are important.

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Children's welfare and wellbeing Expected standard

The childminder is available to all children should they need comfort. She knows each child well, which enables her to adapt her interactions to suit children's needs. For example, when children do not feel like sitting in a group for a story, the childminder calmly suggests they stay on the chair. By doing this, children feel respected, and it enables them to be part of learning in their own way. The childminder mostly supports children to understand their emotions and how they are feeling.

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Children's welfare and wellbeing Expected standard

Children build positive relationships with the childminder and their peers. They respect one another fully. For example, young children notice when one of their friends struggles to reach a resource. They go to the childminder and point to their friends, as if to say they need help. This kind and nurturing culture is firmly embedded through the childminder's interactions, translating into the children's engagement with one another.

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Curriculum and teaching Expected standard

The childminder has high levels of enthusiasm, shows genuine interest in children's play and adapts her teaching depending on the age and stage of individual children. She is highly intuitive and responds to every communication attempt from children to enhance their communication skills and support their vocabulary. It is clear that the childminder's approach to teaching has a positive impact on children's learning and development.

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Curriculum and teaching Expected standard

The childminder uses assessments to understand what children can do and what she would like to teach next. She appropriately plans activities and experiences to enable children to repeat learning and embed understanding. Generally, the childminder enhances children's knowledge and skills well, although this is not consistent through all her interactions. Therefore, children are not consistently exposed to learning beyond what they already know, to accelerate their progress even further.

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Curriculum and teaching Expected standard

The childminder incorporates mathematics seamlessly within her interactions, encouraging children to count to support their understanding of quantity. While young children are filling and emptying containers, she links capacity, where children begin to identify when their beakers are full and empty.

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Curriculum and teaching Expected standard

The childminder consistently recognises children's misconceptions in knowledge and supports children to reach the accurate understanding. For example, when children misidentify colours of objects, the childminder prompts with a supportive question. When she realises this is not effective in helping, she adapts this further using the initial sound. This supports children to identify the correct colour, 'yellow'.

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Inclusion Expected standard

The childminder uses assessments and collaboration with parents to establish children's starting points in their development. Where any gaps are identified, she is prompt to target this through her activities and interactions to develop children's learning. Where needed, she engages outside agencies, to specifically target areas that children need further support with.

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Inclusion Expected standard

The childminder reflects that she would like to undertake further training to support children with special educational needs and/or disabilities, to better understand strategies and how to implement these within her provision. That being said, the childminder values all children as individuals. She finds out detailed information about children and their families to tailor the support she delivers to each family.

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Inclusion Expected standard

The childminder reflects on specific needs of children, particularly those who have access to additional funding. She uses this funding to purchase resources linked to children's interests and what they like at home. This, the childminder reflects, has had a positive impact on children's wellbeing, sense of belonging and security. This, in turn, has supported all areas of their development, as children are calm and ready to engage in play and learning.

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Leadership and governance Expected standard

The childminder reflects on the environments and activities she offers children, to support their engagement and progress through the curriculum. She identifies her outdoor provision is developing, while still providing children with key experiences for learning. For example, the childminder encourages children to plant and look after sunflowers to help children to understand how to care for and grow plants.

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Leadership and governance Expected standard

The childminder understands her role to keep children safe. She thoroughly considers risks and implements new procedures, showing forward thinking to maintain children's safety. She communicates frequently with parents, to support them to understand how they can support their children's learning. This creates a harmonious approach that supports children's development overall.

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Leadership and governance Expected standard

The childminder identifies her priorities for improvement and plans to undertake further professional development to enhance her practice, specifically for children with special educational needs and/or disabilities. As professional development has not commenced yet, the positive impact on children is yet to be embedded.

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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 and show they feel safe and secure in the childminder's care. Children are eager to show off their music box and move their bodies to the music, giggling together with their friends. Children of all ages are confident. When the childminder asks children their names and age, they respond promptly. Children are proud of their achievements. They tell the childminder about their recent success in toileting, which she responds to with admiration and excitement. Children develop friendships. They work together, are kind and considerate and frequently speak to one another. They have the highest levels of respect for

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About this setting

Registration date: 20/03/2024 one another, which clearly comes from how the childminder interacts and supports them to engage with one another.

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About this setting

Children benefit from the positive relationships the childminder builds with them. She gets to know each child individually, not only to make them feel safe and secure but to establish their developmental stage for ongoing learning. The childminder prioritises children's attendance and punctuality. She works closely with families to improve children's attendance when needed. The childminder offers different attendance patterns, when required, to support different families' needs.

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About this setting

Children develop a true love of learning. Each time the childminder offers a new activity, children are curious and eager to join in. The childminder responds and asks questions frequently, which supports children to spend long periods of time engaging with resources and enhances their conversational skills. Children make recognisable progress from their starting points, which is reflected through parental comments.

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Next steps

The childminder should enhance her interactions further, to consistently introduce children to knowledge and skills beyond what they already know, to accelerate children's progress.

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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. Register(s): EYR, CCR, VCR

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About this inspection

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

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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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