Loughlin, Rebecca Justina

Childminder

Unique reference number (URN): 2775325 Registered with Ofsted: 26/02/2024 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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Behaviour, attitudes and establishing routines Strong standard

Children are very kind and polite to each other, and the childminder offers specific praise, highlighting the behaviour she would like to see. For example, older children play with, and support, younger children well. They have warm, responsive relationships, which the childminder successfully nurtures. When younger children get stuck, they call out to older children to 'come and help', thanking them for their support. Children are very polite and behave well, using good manners without being prompted.

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Behaviour, attitudes and establishing routines Strong standard

Children show very positive attitudes to learning. They understand the expectations of the childminder, which are age-appropriate and considerate of children's individual needs. All children respond positively to the rules and boundaries in the setting, without needing reminders. For example, children know to take their shoes off before going indoors. Some children manage this independently, while other children benefit from extra support from the skilful childminder. All children, including those that may face barriers to learning, are happy and motivated to learn through their play.

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Behaviour, attitudes and establishing routines Strong standard

Well-established routines help children feel secure, and their independence is consistently promoted. For example, children eagerly wash their hands then sit at the table, in preparation for snack time, showing they know what to expect. Consequently, children develop a strong sense of belonging and are very happy. The childminder supports families to understand the importance of attendance. Where barriers may arise, she helps families overcome these, by offering extra support such as collecting children from home, ensuring all children can access their early education entitlement.

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Children's welfare and wellbeing Strong standard

Children are excited when they arrive at the childminder's house. They have a real sense of belonging, thriving on the familiar routines of the day. They hang their possessions in a specific space when they arrive and quickly becoming emerged in play. They show they have strong emotional attachments to the childminder, seeking her out for help and support, and are eager to show what they are doing. The childminder has thorough knowledge of the children she cares for, demonstrating this as she talks with children about their family members and pets. Children respond excitably to her knowledge, encouraging them to practise their language skills. Children show they have high levels of wellbeing through their actions and enthusiasm in the setting. The childminder is highly effective in meeting the needs of all children in her care, including those with special educational needs and/or disabilities.

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Children's welfare and wellbeing Strong standard

The childminder works hard to ensure children are gaining the skills and attitude needed for healthy lifestyles. For example, children learn about good hygiene as they are reminded to get a tissue when needed and to wash their hands before eating and after toileting to 'remove the germs'. The childminder chats with the children about the healthy food they are eating and the importance of going to the dentist. Children have many opportunities to be physically active, both in the garden and on the many visits to various parks and outdoor venues with the childminder.

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Achievement Expected standard

All children, including those from disadvantaged backgrounds, make good progress in all areas of learning. They gain the knowledge they need for future learning, including starting school. For example, children learn to be social as they sit together and eat. They develop mathematical skills as they count how many children are in today, and practise physical skills as they crawl through tunnels. Children are physically active as they ride trikes and run around the garden. They develop their small physical skills and problem-solving ability as they complete puzzles and dress dolls. On occasions, older children could be further challenged in their learning.

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Achievement Expected standard

Children show they are happy as they engage fully with the resources and activities the childminder provides for them. They enjoy learning, as this is tailored to meet their needs and interests. Children learn about the world around them as they go out on regular visits, sharing their knowledge by excitably pointing out the horse chestnut tree they saw on a previous visit.

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Curriculum and teaching Expected standard

The childminder provides an effective curriculum that allows children to experience all areas of learning. Generally, she provides a varied curriculum that suits all children, including those with special educational needs and/or disabilities. However, at times, older children are not challenged as much as they could be to make the best possible progress.

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Curriculum and teaching Expected standard

The childminder recognises how important it is that children develop effective speech and language skills and is very committed to ensuring children do well in this area. For example, she regularly reads to children, sings songs and provides children with running commentary to their play so they can hear a range of vocabulary. She uses specific stories to link children's learning across different areas. For example, children listen to the book about the caterpillar and play matching games. They enjoy role play as they emerge from a cocoon and flap around like butterflies. They discuss which foods in the book are healthy and which are not, and eat some of the healthy foods for snack. Children learn the story well and can recall the storyline.

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Curriculum and teaching Expected standard

Children have opportunities to develop their mathematical skills throughout the day, and the childminder uses every opportunity to teach mathematical concepts. For example, they use mathematical language such as 'full' and 'empty' when playing. They count how many children are in today and discuss how many plates they will need.

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Inclusion Expected standard

The childminder is skilled at identifying children's next steps in learning and provides a curriculum to develop these. She regularly assesses children's development and shares her knowledge with parents so they can work together to support children's development. For example, she provides parents with a detailed report of their children's learning with ideas of how they can support their children's learning at home.

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Inclusion Expected standard

All children, including those facing disadvantage and those with special educational needs and/or disabilities (SEND), have a very positive experience with this caring childminder. She links with parents and any outside agencies involved with families, to ensure she is providing the best possible care for the children and families. She has completed professional development around supporting children with SEND, ensuring her knowledge is up to date in this area. All children and families feel included and seen, as the childminder knows them all well and is very aware of the differences in their circumstances. She is accommodating to their individual needs, for example by changing the hours she provides care for families who are called away for work.

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Leadership and governance Expected standard

The childminder regularly evaluates her practice and reflects on her strengths and areas she would like to develop. For example, she recognises that providing home visits before children start would help them to settle more quickly, so she has recently started doing these. She gives parents opportunities to comment on her practice, including in a yearly survey. The childminder makes changes based on the responses, such as providing a more detailed weekly meal planner. She regularly reflects on day-to-day elements of her practice, such as how to manage toilet visits with older children while keeping younger children entertained and safe. The childminder completes regular professional development courses to ensure she keeps up to date with current childcare practice.

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Leadership and governance Expected standard

The childminder has warm, mutually respective relationships with parents. She regularly shares a range of information about children's learning and how they can be supported further at home. For example, she works with parents to provide consistent messages around toilet training. However, the childminder has not yet developed a process to share meaningful information with other settings that children attend, which does not fully promote consistency in children's care and learning.

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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 keen to attend the childminder's house. She is approachable and friendly and takes time to get to know children and their families well. She uses this knowledge to provide experiences she knows the children will enjoy. Children confidently choose resources, making decisions to lead their own play. They enjoy dressing dolls, café role play and playing with cause-and-effect toys. Children show perseverance as they spend time using their small muscles, dressing small dolls. They seek support from the childminder, who guides them to think about what they might need to do, and they then continue independently dressing the dolls. They smile with pride when they succeed, supporting them to have high self-esteem. The childminder understands children's individual needs well. She observes children and puts measures in place to ensure that all children make good progress from their starting points, including those with special educational needs and/or

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

Children are safe in the childminder's care. She assesses risks when at home and out of her setting. The childminder shares information, such as safer sleeping guidance and about internet safety, with parents to help protect children. She talks to parents about the importance of regular attendance, and all parents know to contact her quickly if their children will not be in that day.

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

Children get along well and enjoy playing with each other across the different age groups. Older children are very patient with younger children, helping them out where needed. Children demonstrate they are happy and relaxed in the childminder's care. For example, children involve her in their play, bringing her pretend cakes and encouraging her to 'buy' from their café. Children talk about how much they enjoy coming to the childminder's and

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

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Facts and figures used on inspection

how their favourite things include playing outside. Children are very kind and respectful to the childminder and to each other. Their behaviour is very positive.

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Next steps

The childminder should provide more opportunities for extra challenge for older children so they can make the best possible progress. The childminder should share information about children's care and learning needs with other providers if children attend more than one setting, to support positive transitions and provide consistency of care.

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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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