Childminder

Childminder

Unique reference number (URN): 2782600 Registered with Ofsted: 18/04/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

The childminder has established a calm and respectful environment, where high expectations for behaviour and routines are consistently embedded. Children understand the expectations of the setting and follow routines with ease and confidence. Well- established routines help children know what to expect next and support them to feel safe and secure within the setting.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents and the children's school to promote positive routines and habits. Although children only attend before- or after-school she supports families effectively to establish positive attendance habits and ensures children arrive at school happy, settled and ready for the day ahead.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder knows children exceptionally well, including their interests, personalities and family circumstances. This detailed knowledge enables her to identify when children require additional emotional support and adapt her approach accordingly. She uses effective strategies, including visual prompts and their school's behaviour systems, to help children understand expectations and manage their behaviour. Adaptations are made thoughtfully for children who require additional support, including helping children to develop turn-taking skills and regulate emotions, when activities become challenging. As a result, children increasingly learn to recognise and manage their own feelings.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children demonstrate consistently positive attitudes towards one another. Older children act as positive role models and support younger children during routines and play experiences. For example, older children support younger children to plan their play after they have completed the tasks assigned by the childminder.

p.2

Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's welfare and emotional wellbeing and has established routines that support children to develop healthy habits and make positive choices. Children benefit from regular opportunities for physical activity, outdoor play and discussions around healthy lifestyles. Healthy eating is embedded within daily routines and children confidently discuss their healthy snack choices and the importance of being active. Children increasingly make positive choices independently, such as choosing to spend time outdoors and participating in physical activities and team games, such as dodgeball.

p.2

Children's welfare and wellbeing Strong standard

The childminder promotes children's understanding of how to keep themselves safe, including when using technology. Age-appropriate discussions help children develop an understanding of online risks and how to stay safe, for example the risks for talking to strangers online and hate crime. Children demonstrate an increasing awareness of who they can speak to if they have concerns.

p.2

Children's welfare and wellbeing Strong standard

Warm and trusting relationships support children to feel emotionally secure and valued. The childminder uses effective strategies, including emotion cards and sensitive discussions, to help children recognise and express their feelings. These approaches particularly support children who may become overwhelmed or find sharing emotions difficult. Parents speak highly of the kindness, empathy and care shown to children and families, particularly during periods of bereavement or when additional support is needed. Children speak openly and confidently about their feelings and experiences during daily routines and conversations.

p.2

Inclusion Strong standard

Although the childminder is not currently caring for children under the age of 5 with special educational needs and/or disabilities (SEND) or children eligible for additional funding, she demonstrates a secure understanding of inclusive practice and children who may face barriers to learning and wellbeing. Parents speak highly of the support that she provides and value her ability to identify emerging needs early. This has helped families access assessments and additional support for external services at an early stage.

p.3

Inclusion Strong standard

The childminder has high expectations for all children and carefully adapts her practice to meet their individual needs. She identifies gaps in learning and implements effective strategies that support children to settle, build secure relationships and engage positively with others. Children receive tailored support that helps them develop confidence and extend their social interactions over time.

p.3

Inclusion Strong standard

The childminder recognises wider factors that may affect children's development and emotional wellbeing, including bereavement and mental health challenges within families. Parents praise the sensitive and compassionate support that she provides during difficult circumstances. She consistently makes a notable difference to the wellbeing of children and families.

p.3

Inclusion Strong standard

The childminder is reflective in her practice and is keen to further strengthen her knowledge and expertise of the graduated approach and overall supporting children with SEND.

p.3

Leadership and governance Strong standard

The childminder demonstrates a highly professional and ambitious approach to her practice and has established a culture of continual improvement. She has a secure understanding of the strengths of her provision and uses reflective practice effectively to enhance children's experiences and outcomes. Parents speak very positively about the support she provides and value the commitment she shows in helping children achieve well. They comment that she plays an important role in supporting children's progress and achievements within school.

p.3

Leadership and governance Strong standard

The childminder works closely with parents to gather detailed information about children's learning, interests and any areas where additional support may be beneficial. She uses this information effectively to provide tailored support and learning opportunities that meet children's individual needs. The childminder provides children and parents with feedback and additional resources to support learning further where necessary. Children also contribute to the ongoing evaluation of activities and experiences. The childminder actively seeks children's views and uses their feedback to shape future planning. Older children contribute increasingly detailed ideas and suggestions, while younger children influence planning through the choices they make during play and daily activities. For example, children suggest eating snack in the garden 'because it is a warm day'. The childminder continues to develop her professional knowledge and skills through

p.3

Leadership and governance Strong standard

ongoing training and by drawing on her experience within the local primary school. Recent learning, including behaviour and special educational needs and/or disabilities training, is used effectively to enhance practice and improve children's experiences.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children arrive at the childminder's home feeling safe, happy and eager to share experiences from their day. They engage confidently in conversations with their peers and the childminder within this before- and after-school community. Transitions between school and the childminder's home are smooth and well established. Children settle quickly and confidently follow familiar routines.

p.5

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

Children enjoy meaningful experiences that build on their interests and extend their learning. Younger children enthusiastically share experiences from school, such as planting seeds, and continue to develop their understanding through discussion and creative activities. Older children naturally support younger children and contribute positively to conversations and play. Children remind one another about expectations, such as walking safely indoors, showing respect and care for each other.

p.5

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

Children demonstrate positive attitudes towards learning and become deeply engaged in activities. Younger children practise early reading and writing skills and enjoy sustained interactions with the childminder. During creative activities, such as shell decorating, children confidently express their ideas and individuality. They make choices about colours and designs, share suggestions with their peers and proudly ask questions about their creations, such as 'Is mine beautiful?' This supports children to develop self-expression, confidence and a strong sense of belonging. Children respond positively to praise and encouragement, helping them develop motivation and increasing confidence to persist in their learning.

p.5

Next steps

The childminder should continue to extend her knowledge and expertise of the graduated approach and wider special educational needs and/or disabilities practice so that she further enhances the already effective support available for children and families.

p.5

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.5

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.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:15

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.6

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7