Childminder

Childminder

Unique reference number (URN): 2783381 Registered with Ofsted: 14/06/2024 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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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well and show highly positive attitudes towards learning. The childminder is calm and consistent in her approach, and this helps children to regulate their emotions. Children show sustained concentration that is impressive for their young age. They develop their gross motor skills and balance as they keep trying until they succeed. For example, when their foot slips off the stepping stone, they keep trying and repeat the activity several times. Children enthusiastically share their achievements with the childminder. They are proud of their paintings that they spend sustained amounts of time and care creating.

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Behaviour, attitudes and establishing routines Strong standard

With little encouragement needed, young children and babies help tidy away toys. Transitions between activities and mealtimes are smooth. The routines that the childminder consistently teaches help children to feel safe and secure. Children are happy in the childminder's care, and parents support daily attendance.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is patient and kind. She skilfully supports children to resolve conflict quickly. This provides children with security that their feelings matter and teaches them respect. The childminder sets clear, age-appropriate expectations and reminds children to use kind words. She encourages children to talk about their feelings and makes suggestions that help solve problems swiftly and regulate children's emotions.

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Children's welfare and wellbeing Strong standard

The childminder teaches children to make positive lifestyle choices, including eating nutritious meals. For instance, babies play with pots and spoons and explore yogurt in a curious way. They use careful precision to spoon yogurt into different cups. They explore this for a sustained period and show high levels of engagement. This positive association with food means that children taste healthy foods and eat a balanced diet.

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Children's welfare and wellbeing Strong standard

The childminder meets children's individual needs and builds warm, trusting relationships with children. For example, she adjusts the daily routine to meet a child's changing needs. When a child struggles to fall asleep, the childminder is supportive and gentle. Once the child is asleep, she places them in a safe place. The childminder makes decisions that are based on current, evidence-based guidance. She is aware of changes in safe sleeping and eating practices. This helps her to keep all children in her care safe.

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Children's welfare and wellbeing Strong standard

The childminder teaches children vocabulary so they can express themselves, make decisions and share their intimate care needs. Children develop their independence and self-care skills. They show resilience and determination as they make mistakes but keep trying to improve. For example, children pour water into different-sized beakers and develop their precision as they keep trying not to spill any.

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Achievement Expected standard

Children develop a love for reading and rapidly develop their vocabulary in the language-rich environment that the childminder creates. For example, children arrive and immediately engage in reading books. They listen to the childminder, show interest and sustain concentration. Children respond to the childminder's conversation and questioning in a positive way. They name body parts and colours and count pictures in books. Children make progress from their individual starting points. They develop their social skills as the childminder skilfully encourages positive learning conversations while on trips or attending playgroups. However, children are not always challenged in mathematics, so they may not reach their full potential.

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Achievement Expected standard

Parents identify the progress children make and describe how they flourish in the childminder's care. For example, children develop their confidence and try new things. At first, they walk on the stepping stones with support. Then, they hold on to the side and choose how they can manage this alone. These decisions in play and sustained progress mean that children are well prepared for their next steps in learning.

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Curriculum and teaching Expected standard

The childminder plans an ambitious curriculum and teaches children in a way that is engaging and enjoyable. She encourages children to explore using their senses and imagination to give deeper meaning to stories. For example, she brings 'We're Going on a Bear Hunt' to life through sensory play with mud, grass, water, air and a den. She teaches very young children to role play stories and models language. This develops their vocabulary and deepens their understanding and love for stories. For example, they sit in a 'cave' while they create and adapt the story.

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Curriculum and teaching Expected standard

The childminder extends learning as she encourages children to name body parts. She repeats words clearly, and this helps embed new language learned. The childminder understands the importance of vocabulary development in babies and young children and bases her teaching on relevant training and guidance. This highly impactful teaching, especially communication and language development, has a consistent positive effect on the progress children make. However, this is not consistent across all areas of learning. For example, in mathematics, children are not always challenged appropriately or moved on in their learning swiftly.

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Curriculum and teaching Expected standard

The childminder supports children to develop their fine motor skills. From a young age, children are encouraged to use their pincer grip, for example, by moving colourful pom- poms into small holes. Teaching is responsive and the childminder adjusts the pace of learning according to children's progress and interests.

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Inclusion Expected standard

The childminder adapts the learning environment so children of all ages can access resources and make decisions in their play. She has high expectations for children's behaviour and learning but adjusts routines so all children's needs are met. The childminder notices potential barriers to learning; for example she creates safe, edible mud that is suitable for all children, including those with allergies. This helps develop children's learning in a meaningful way. When the childminder identifies possible barriers to learning, she puts a plan in place to meet children's individual needs. For instance, children with sensory needs are supported, and the childminder works in partnership with parents to ensure children make good progress and succeed. The childminder skilfully supports children to settle into their new environment. She manages time effectively, so children get the care and support they need to adjust to their new routine. She helps children find new ways to

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Inclusion Expected standard

comfort themselves when separated from their caregiver.

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Inclusion Expected standard

The childminder monitors progress and shares information with parents. This means children with barriers to learning continue to make progress alongside their peers. Parents appreciate the childminder's flexibility and feel this makes a difference to children's wellbeing and progress. Communication is highly important to the childminder. This means that issues or concerns are identified early, as well as making timely referrals and sharing information with other professionals.

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Leadership and governance Expected standard

The childminder keeps herself up to date with current guidance and accesses professional development opportunities to meet children's needs within her setting. She is aware of current issues and campaigns in her local area. For example, she encourages children to engage in dentist role play and learn about oral hygiene, so children can develop healthy habits for the future. She is aware of children's individual needs and creates experiences that both challenge and support children to develop in a holistic way. For instance, children fully immerse themselves in a story as they can hear, feel and touch the snowstorm.

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Leadership and governance Expected standard

Children flow through the routines of the day seamlessly, which helps them stay emotionally regulated and maintain high levels of physical and emotional wellbeing. The routines, healthy habits, and physical and emotional support are embedded in her setting. She is inclusive to all children regardless of their unique needs. The childminder builds strong relationships with parents and effective communication enables high quality care and support. High-quality parental engagement supports children to make progress in their learning and development.

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Leadership and governance Expected standard

The childminder reflects on the quality of her setting and identifies strengths as well as areas for development. For example, she acknowledges that her teaching of early mathematics skills, and challenging and extending mathematics learning, is not fully embedded in the curriculum. However, she also identifies areas of strength, such as creativity, drama and art. She uses these to benefit and engage children. For instance, she adjusts her pitch and voice to encourage anticipation and excitement when role playing a story.

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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 experience excellent care and support to grow and develop to be their unique selves. They display high levels of emotional wellbeing and, from a young age, develop healthy lifestyle habits. Children happily explore the well-planned learning environment and access resources with ease. For example, they enjoy sharing stories with the childminder, and these are brought to life when they sit in a cave with the bears. Children make choices in their play and, from a young age, they show excellent concentration and eagerness to learn. Babies explore using their senses, and encouragement from the childminder helps them to take risks in their play. For example, they touch 'edible mud', even when they were unsure at first.

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

Children manage their behaviour exceptionally well. They manage their own feelings and emotions and seek support and reassurance when needed. For example, when there is a change in routine, children accept this and take it in their stride. Children develop positive learning behaviours, and these are embedded within the setting. As a result, children enjoy the harmonious culture, make positive learning choices and no time is wasted.

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

Children develop their independence as the childminder establishes positive routines and teaches children life skills. For example, children put their coats on and proudly praise the childminder for teaching them this skill. Children thrive in the nurturing home-from-home environment that the childminder creates. They feel like they are part of her extended family and show a secure sense of belonging.

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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

Children benefit from the childminder's excellent communication with parents. Consequently, children, including those with allergies, are kept safe. They are given nutritious food and encouraged to try new foods safely. Children make healthy choices as the childminder keeps up to date with current guidance and training. Parents value the childminder's time and realise the importance of regular attendance.

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Next steps

The childminder should develop early years teaching strategies and knowledge so that children are challenged consistently across the curriculum and can excel in all areas, including mathematics.

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About this inspection

The inspector spoke with the childminder 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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