Childminder

Childminder

Unique reference number (URN): 2784775 Registered with Ofsted: 28/05/2024 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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Children's welfare and wellbeing Strong standard

The childminder priorities children's welfare and wellbeing. She adapts her teaching to support children's individual needs. The childminder offers flexible settling-in sessions to ensure children are happy and confident when they first attend. She swiftly adapts her menu to support allergies and intolerances, having ongoing conversations with parents to keep up to date with any changes. The childminder builds strong bonds with families and supports them during times of change. For instance, she adds resources into the provision to role play looking after a baby and invites parents in to celebrate the arrival of a child's new sibling. Children talk about this significant event with their peers.

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Children's welfare and wellbeing Strong standard

The childminder comforts and reassures children when they struggle to manage their emotions. She uses stories to support children to name their feelings and provides reflective mirrors to allow them to explore what those feelings look like when expressing them. She adapts her routines to plan in quiet time to support children to feel calm and provides opportunities for one-to-one time. When children show signs of uncertainty or sensory sensitivities, the childminder models how to play with the resource, allowing them to observe and to build their confidence to join in over time. Children feel safe and secure.

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Children's welfare and wellbeing Strong standard

The childminder helps children develop healthy habits. She regularly talks about healthy foods during eating times and provides opportunities for children to prepare their own snack. She introduces new fruits to expand children's palate and shares healthy eating policies and recipes to explore at home. The childminder also promotes good oral hygiene through role- playing activities and sharing up-to-date guidance with families.

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Achievement Expected standard

Children are making positive progress in all the areas of learning. They enjoy revisiting familiar stories, joining in with actions and repeated phrases. They develop their storytelling skills further with their peers by accessing role-play resources within the provision. Children also enjoy singing nursery rhymes and acting out stories using props as a group. They plant their own beans and talk about the changes as they grow. They name simple parts of a plant and learn about the world around them. Overall, children develop their communication and language skills well.

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Achievement Expected standard

Children develop their perseverance within the setting. When children face challenges, they try again or ask for help. This builds their confidence and resilience. These skills also support future success for children. Children develop their hand–eye coordination well through a variety of play opportunities, such as making jigsaw puzzles, using scissors to snip and squeezing water into jugs. Additionally, children visit their local park, developing their larger muscles and physical skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established clear and simple rules for children to follow. Children know to take off their shoes and put them in a designated box when coming indoors. They work well as a team, putting toys back to where they belong, modelled alongside the childminder. Children learn to take responsibility for their environment. When the childminder reinforces expectations, children quickly and calmly listen and follow. She is a positive role model who demonstrates sharing, manners and kindness. Children positively mirror these behaviours. For example, when playing alongside their peers, they listen well to each other's ideas to develop their play further. Additionally, the childminder plans regular opportunities to attend nearby playgroups, where children develop their social skills further by meeting others in a different environment.

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Behaviour, attitudes and establishing routines Expected standard

The childminder swiftly supports children to manage their behaviour, working closely with parents. She shares books to help children develop different coping strategies and demonstrates how to name their emotions. The childminder reinforces these consistent strategies within her home through further reading and role playing. She also promotes good attendance and punctuality. She tracks attendance to follow up any repeated patterns or unexplained absences.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive bonds with the childminder and their peers. They enthusiastically join in with planned activities. However, on occasion children disengage from conversations with the childminder because they are not given enough time to think and respond to her questions.

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Curriculum and teaching Expected standard

The childminder uses her observations and discussions with parents to build on what children know and can do. This helps her plan an effective curriculum based on children's stages of development. She regularly follows children's interests within the provision to help extend children's learning. For example, the childminder adds more opportunities for water play, while developing children's smaller muscles using a variety of tools such as jugs and spray bottles.

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Curriculum and teaching Expected standard

The childminder engages children in conversations during their play, which supports their communication skills effectively. She adapts her teaching, tailoring to the needs of the children. She uses simple words to support younger children. For example, the childminder narrates what children are doing, such as 'spraying' and 'pouring'. She introduces new vocabulary in longer sentences for older children. For example, the childminder describes what would happen when you add more water to coloured liquid, adding new words such as 'lighter'. This also supports children's understanding of the world. However, from time to time, the childminder does not allow children enough time to think and respond to her questions. This does not support children's back-and-forth conversations to further develop their communication and language skills. Also, on occasion, the childminder does not consistently build on children's next steps, particularly during spontaneous play, to support

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Inclusion Expected standard

The childminder accurately assesses children's learning and obtains advice from the local authority to further identify specific gaps in children's development. Generally, she uses this information to put in place specific support and adaptations. For example, she adapts her teaching to focus on modelling words using the correct pronunciation to support children's speech sound development. The childminder actively involves parents in children's learning, such as sharing advice on how to support children's language skills at home. They collaboratively work together, using consistent strategies shared by the childminder. Although at the time of inspection, the childminder had no children attending with special educational needs and/or disabilities, she knows to work with parents and outside agencies to support meeting children's needs.

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Inclusion Expected standard

Typically, the childminder plans activities to help reduce barriers to children's wellbeing. For instance, she reads stories to support children's understanding of an event such as moving house. Additionally, she adapts her routines to provide time and strategies for children to feel calm during a time of change. She also works closely with parents to put in place routines to support children showing signs of anxiety.

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Leadership and governance Expected standard

The childminder is passionate about her roles and responsibilities. She ensures that all required training is kept fully up to date. She also regularly attends further training to continue her professional development. She recently attended a course to develop her knowledge and skills in supporting children with special educational needs and/or disabilities. She works with other childminders to gain advice and support building on her practice. The childminder is reflective on the care and education she has to offer. For example, when she identifies children's interest in water play, she introduces more opportunities and carefully plans resources for learning to build on children's knowledge and skills.

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Leadership and governance Expected standard

Parents speak positively about the childminder and share their gratitude for her support. The childminder shares daily updates, next steps in children's learning and ideas on how to support their development at home. For instance, she has implemented a lending library to promote a love of reading and family time. She regularly shares up-to-date information from her local council to also support her families. The childminder shares information on children's learning with schools to support continuity in care and education.

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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 settle well into the childminder's home. They feel safe and secure, as the childminder puts in place their home comforts and sleep routines. They develop positive bonds where the childminder follows children's interests to help them engage and build on their knowledge and skills. For example, children enjoy exploring their love for art, as the childminder provides a variety of materials and tools for them to develop their own ideas for a piece of artwork. Children talk about their creations on display in the childminder's home and revisit taught skills. The children have a real sense of belonging. They share their

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About this setting

Type: Childminder achievements with their family, talking about how they made their creations. Children develop positive attitudes to learning.

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About this setting

Children enthusiastically engage in planned activities by the childminder. They take turns to pass an object when singing a familiar nursery rhyme. They also enjoy joining in with actions and words. Children develop their communication and language skills well. The childminder also puts in place specific support to target gaps in children's language skills. Children make positive progress from their starting points.

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About this setting

Children develop their independence skills, supporting future success. They enjoy setting the table and giving out bowls for lunch. They work well as a team. Children enjoy pouring their own drinks and self-feeding using cutlery. They develop their self-care skills well. This also builds children's confidence, having a positive sense of self. Children also follow embedded care routines, where they know to wash their hands before eating and after toileting. Overall, children develop important skills to help manage their personal needs.

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Next steps

The childminder should consistently embed high-quality teaching to build on children's next steps in learning, particularly during free play. The childminder should consistently give children enough time to think and respond to questions to develop children's communication and language skills further.

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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. Registration date: 28/05/2024

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About this inspection

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