Childminder

Childminder

Unique reference number (URN): 2766108 Registered with Ofsted: 23/04/2024 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

Children, including those who may need extra support, progress well across all areas of learning with some making even better progress from their starting points. Children are independent and curious learners who are willing to have a go and follow their own ideas and test these out. They enjoy their play and learning and engage with enthusiasm in the exciting activities planned for them. They develop their concentration and focus well during activities. Children develop their coordination and muscles in their hands. For example, they have fun spraying water from bottles and turn the nozzle to control the water flow. Children generally develop their language skills securely. They enjoy looking at books and some recall stories accurately. Children build their independence and manage their self-care and personal needs with high levels of confidence. Children are typically well prepared for the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder forms caring relationships with children and she is a positive role model to them. Children develop friendships and they learn to play and cooperate appropriately with each other. The childminder has implemented an attendance policy, which she shares with parents. This promotes children's regular attendance, including the importance of routines for them. Children have fun while with the childminder and they take part in play and learning activities with interest and curiosity.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established clear boundaries and expectations for children's behaviour. She encourages children to be kind to others and supports them to learn to share and take turns during activities. For example, she completes a count down to warn children it's nearly time to let someone else have a turn on the swing while at the park. The childminder manages any unwanted behaviour in a suitable way, such as distracting children to re- engage them in more positive ways to play. She praises children warmly, which builds their self-confidence and confidence effectively. The childminder provides cheerful encouragement which helps to sustain children's engagement during activities. Children follow the daily routines easily and happily cooperate with these. They actively participate in routines, such as sensibly carrying their chairs to the table for snack time.

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Children's welfare and wellbeing Expected standard

The childminder provides a welcoming and caring environment for children. Children build trusting and secure relationships with the childminder, which ensures they feel safe and secure. The childminder knows and meets children's individual needs well. She supports children's emotional wellbeing with sensitive care and consideration.

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Children's welfare and wellbeing Expected standard

The childminder works with parents to support healthy eating choices for children. Children learn to cut up fruit with safety knives and become confident to try new food, which helps to expand the range of food they eat. Children benefit from the childminder organising a professional to visit to talk to them about healthy eating to promote their awareness of eating well. Occasionally she does not extend discussions with children, to build on and consolidate their understanding of healthy choices further.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's physical activity in different ways, including outings to the park and walks in the woods. She helps children learn about caring for their bodies. For example, children help rub in sun cream and gain awareness of the importance of applying this to protect their skin. Children wash their hands regularly, such as before eating. The childminder encourages children's interest in toilet training well and works with parents about this.

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Curriculum and teaching Expected standard

The childminder plans and provides varied and interesting learning experiences. These engage children well in their play and learning indoors and outdoors. The childminder completes regular observations and assessments to identify children's next steps in learning. She recognises the importance of children gaining skills and knowledge so that they are ready for the next stage in their learning. The childminder understands the intent of her activities securely. For example, children use straws to blow frozen peas into a circle chalked onto a tray to build muscles in their mouths to support their speech development. The childminder's organisation of her curriculum considers children's individual learning needs well. For example, she recognises some children need to be physically active before engaging them in more focused activities, such as reading books together.

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Curriculum and teaching Expected standard

The childminder generally implements her teaching skills securely. For instance, she encourages children's independence effectively and ensures they have time to complete tasks by themselves, such as putting on their shoes. There are times when the childminder does not extend her teaching and interactions to further support children's learning. For instance, she promotes counting well during activities although does not always promote other areas of mathematical learning as well as possible, such as children's understanding of sizes. The childminder typically supports children's language skills securely. She engages children in discussions during activities and encourages them to express their thoughts. Sometimes, the childminder does not consider how to help children to use the correct words in their sentences to promote further progress in their language skills.

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Inclusion Expected standard

The childminder values children's individuality and promotes this securely. She responds to children's changing needs well to provide individualised support. The childminder introduces children to people's similarities and differences, such as through books, resources and providing activities to celebrate different festival and religious times of the year.

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Inclusion Expected standard

The childminder has completed some relevant training to enable her to recognise, understand and support areas of special educational needs and/or disabilities. She completes assessments of children's learning and development, including required progress checks for two-year-old children. The childminder listens carefully to any parental concerns about their children's individual needs, and she provides support to them and their children. She willingly engages with other professionals when required. The childminder shares her knowledge of children along with assessments with parents and other professionals when needed. This provides information about children's learning, development and progress and where they may need some extra support. This helps to promote a consistent approach to supporting and meeting all children's needs, including those who may have barriers to their learning or need some additional support.

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Leadership and governance Expected standard

The childminder shows she is committed to providing an effective childminding service. She ensures she maintains her mandatory training and she has completed some additional training to help her recognise and support children's special educational needs and/or disabilities. The childminder seeks information and resources online to help her develop her provision and practice, such as ideas for activities to support children's learning. Since registration, the childminder has built up her resources to offer children varied play experiences across all areas of learning. She has identified plans to improve her provision further, including increasing more sensory resources and developing children's learning experiences in her garden. The childminder recognises the importance of protecting her own wellbeing.

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Leadership and governance Expected standard

The childminder forms effective partnerships with parents. She communicates well with parents both in person and through messages and an online app. This provides parents with regular updates about their child's day and their learning and progress. The childminder understands her role in working with any professionals involved in children's lives, including sharing relevant information to support their care and learning. The childminder uses local facilities thoughtfully to support children's learning and development. For example, she takes children on walks in the woods to find insects and visits places with characters from stories displayed, which helps children engage in stories in different ways. The childminder understands her responsibilities securely to keep children safe in her care, particularly when on outings.

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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 thoroughly enjoy their time with the childminder, who they feel very comfortable with. The childminder promotes children's consistent attendance and works closely with families to support their needs. Children's individual needs are known and supported, including any barriers to their learning or additional needs. Children enjoy each other's company and learn to play and learn alongside each other. They learn about sharing and turn taking and some older children happily compromise with younger children during play.

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

Children are keen to take part in activities and they make choices about these. They test out their ideas, such as working out how to put the balancing beam equipment together and deciding what shape to build this. Children have plenty of opportunities to be physically active and develop their physical skills. For instance, they gain confidence in climbing and balancing. Children practise their small physical skills in a variety of ways. For example, children use scoops and spoons to fill up pots with frozen peas, which the childminder encourages them to count. Children are imaginative and extend their own play, including pretending to cook the peas. They identify how food can be hot after being cooked, showing awareness of their safety.

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

Children follow hygiene routines easily. They understand when they need to wash their hands, such as after using the toilet or before handling food. Children develop their independence very well. They learn to manage tasks by themselves, including changing their clothing when needed. Children are very confident to express their needs and ideas.

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

Children learn about the world they live in, including through outings. For instance, children gain knowledge that chickens lay eggs during a visit to a farm park. The childminder buys some eggs and children make cakes with these. This helps children to understand where food comes from along with the experience of buying the eggs and observing how they

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About this setting

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

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Facts and figures used on inspection

change when used. Children gain the skills and knowledge they need for their future learning. They progress well, with some making even better progress.

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Next steps

The childminder should develop her interactions and support for children's learning to provide highly effective teaching which promotes children's sentence structure and mathematical learning further. The childminder should make better use of opportunities to build on children's understanding of healthy lifestyles to help them to develop long-lasting healthy habits.

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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. 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. 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 .

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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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