Clifford, Eimile Sara

Childminder

Unique reference number (URN): 2783968 Registered with Ofsted: 04/06/2024 Registers: EYR

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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

Typically, all children, including children who may face barriers to learning, develop age and/or stage development that supports learning across the 7 areas of learning. For example, children listen to songs and stamp their feet to express how the music makes them feel. Children are supported to develop their listening and attention skills as they put items in their bags in response to the childminder's instructions. Children learn to communicate their needs and wants from an early age. They watch the childminder closely as she talks and sings, responding with smiles and babbling. These early interactions help children develop the foundations of effective communication, supporting their language and social development for later learning.

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Achievement Expected standard

Children develop small hand muscles, picking up and placing objects. They move freely and explore their surroundings. Children enjoy learning. They visit local parks and feed ducks to learn about the wider world. They learn how to play with others and strengthen large body muscles so they can stand, walk and run. All children achieve well from their different starting points and are ready for their next stage in learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes routines and practices that support all children to be confident learners. She forms secure, warm bonds and attachments with children, so children are confident to ask for help. The childminder creates a learning environment that encourages children to learn how to play together. The childminder effectively models the positive behaviour she wants to see in children and encourages children to treat each other with kindness. This work helps children to understand the expectations for behaviour from an early age.

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Behaviour, attitudes and establishing routines Expected standard

Typically, the childminder supports children to feel calm, especially after sleeping. Children sit with the childminder for cuddles. This helps children feel happy and safe, so they transition at their own pace. At times, the childminder does not fully prepare children for what is happening next. Children know when they wake up, they have snack. On occasions when children wake up at different times, this routine changes, leaving children confused.

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Behaviour, attitudes and establishing routines Expected standard

The childminder plays music for children including those who may face barriers to learning, who are used to background noise. This supports children's needs so they are calm and ready for learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to play collaboratively and positively. She reinforces positive behaviour and shows children what this looks like. During story time and other activities, the childminder encourages children to focus their attention so that they develop positive attitudes to learning and behaviour. The childminder shares the weekly learning plans so that parents know what learning experiences are on offer for the children. This encourages children to attend regularly and on time for their sessions.

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Children's welfare and wellbeing Expected standard

The childminder creates a welcoming environment for all children, including children with special educational needs and/or disabilities and those who may face barriers to learning, to explore and enjoy learning. Children feel safe and know to go to the childminder for help or reassurance when they feel upset. The childminder supports children to express their feelings and regulate their emotions. For example, she sings to children if they become upset during nappy changing. The childminder encourages children to rest when they are tired. She supports children to fall asleep quickly and independently, so they wake up naturally, ready to learn.

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Children's welfare and wellbeing Expected standard

Typically, children are awake at the same time. On occasions, children get up at different times. In these moments, children have to wait until everyone is awake before they eat snack. This is not children's usual routine and leads to children feeling unsettled. The childminder teaches children how to wash their hands before eating and after nappy changes. This keeps children healthy. She supports children to brush their teeth after eating. This supports children to develop positive oral hygiene habits.

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Children's welfare and wellbeing Expected standard

The childminder encourages children to try different fruit each week and supports children to chop their own fruit. This helps children to develop a positive relationship with food, learn about personal safety and develop small hand muscles. The childminder sits facing children, so children eat safely. She gives children finger foods to encourage young children to feed themselves. The childminder supports children to exercise and develop healthy lifestyles. For example, children who can walk, walk up the stairs. Children who do not yet walk, practise standing at different opportunities throughout the day.

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Curriculum and teaching Expected standard

The childminder provides an ambitious curriculum for all children, including those who may face barriers to learning. She connects planned activities to children's interests and chooses relevant books that provide a meaningful starting point for planning and teaching. This supports children to enjoy their learning. For example, she reads stories in the tent and asks children questions about what they see. She encourages children to lift flaps and turn pages. This helps children to enjoy books and reading. The childminder prioritises developing children's language. She names animals as she places puppets on her fingers. This supports children's language development and helps them to widen their vocabularies.

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Curriculum and teaching Expected standard

The childminder weaves mathematics throughout the day. For example, when a toy falls on the floor, she says 'under' and points under the cupboard. The childminder prioritises supporting children's physical development and tailors learning to meet children's needs. For example, she encourages children to crawl, stand and walk, so they strengthen their large muscles. She creates an environment where children can independently access toys and follow their own ideas, often choosing to pick up objects and fill bags. This supports the development of the small muscles in their hands.

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Curriculum and teaching Expected standard

Generally, the childminder uses every opportunity for learning. For example, during mealtime, she counts out 5 strawberries and shows the children 5 fingers. However, the childminder does not plan for possible changes in routines. This impacts children's engagement. The childminder knows children well. She uses an 'All About Me' form when children start, to find out what children already know and can do, and uses this as an initial assessment to plan what children need to know and do next. This helps children meet their milestones.

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Inclusion Expected standard

The childminder effectively supports all children, including those who may face barriers to learning, to access the curriculum. Typically, she observes what children know and can do to identify children's individual needs against early years milestones and adjusts her teaching so that all children can achieve well from their different starting points. For example, she supports children who are not yet standing by offering activities that help them develop strength and balance, and she builds opportunities to stand into the day so children can practise these skills when they are ready. The childminder discusses progress and developmental concerns with parents and signposts them to one-year checks and other professionals such as children's services. This helps parents to support children at home. The childminder does not yet seek advice from professionals to support her with concerns about children's development. The childminder has knowledge of the progress check at age

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Inclusion Expected standard

2. She explains that she shares the progress report with parents and children's new settings. Parents give feedback from the 2-year health check to the childminder, so she has a complete understanding of children's needs.

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Inclusion Expected standard

The childminder undertakes home visits so she can observe children in their natural environment. This supports her to build a clear picture of each child and family before they join, enabling her to tailor learning that supports their individual needs. For example, she introduces toys that help reduce barriers to learning and encourages children to explore resources that help them overcome their fears. This helps children to enjoy all learning experiences on offer. The childminder plays music for children who are used to background noise, so they are calm and ready for learning.

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Leadership and governance Expected standard

The childminder is reflective and has high expectations for her setting. She takes time at the end of each day to reflect on what went well and what she could have done better. For example, she plans to equip herself with the skills and knowledge to better support children with special educational needs and/or disabilities with a specialist recognised qualification. She seeks a wide range of professional development to improve her practice. For example, she has recently attended training in Montessori teaching to support children to solve problems and be more independent, such as by putting on their shoes, recognising names and putting on their own sun cream independently. She uses knowledge learned at recent training to support children's emotional health to effectively support the children and families at her setting.

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Leadership and governance Expected standard

The childminder liaises with professionals from the local authority for training and information. She forms links with other childminders to share and extend ideas and good practice. The childminder forms positive relationships with parents and extended families to support children's development. She confidently shares information and offers guidance that she receives about children, so parents can further support children's development at home. Parents express that they love to walk in and see children playing. This helps parents to go to work feeling happy about children's wellbeing and progress.

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

Children at this setting are happy, settled and well cared for. They confidently express themselves and feel safe to explore their surroundings. They play happily together, learning how to share and take turns. All children, including those who may have barriers to learning, confidently engage in play. They choose toys that they want to play with. Children seek reassurance when they are upset and like to have cuddles. They form positive secure bonds with the childminder. Children listen to stories, songs and rhymes. This encourages them to explore making sounds in readiness to begin talking.

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

Children learn to develop hygiene routines such as toothbrushing and washing hands. This helps to keep children healthy. They learn about personal safety when they are out and about. Children rest well. They wake up and feel energised and ready for learning. Generally, children feel prepared to transition to new learning. Children are unsure what to do when a routine changes. They learn about healthy eating and eat foods that encourage them to eat independently and in safety. For example, they eat finger foods such as breadsticks, avocado and hummus. Children learn about the world around them through topics of interest. They play with toys that support them to explore real-life experiences, such as cleaning windows and mopping the floor.

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

All children, including children who may face barriers to learning, achieve well from their different starting points. Outside, children engage in a range of activities that support their development across the curriculum. For example, children ride in the car, paint pictures, swing, climb, slide and play in the playhouse. They pretend to make food in the mud kitchen. Children enjoy learning with the childminder. They arrive punctually for their daily sessions. This helps them to engage in continuous learning that prepares them well for their next stage of learning and school.

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Next steps

The childminder should strengthen routines and transitions to ensure they run smoothly and consistently, enhancing children's engagement and maximising teaching and positive attitudes to learning.

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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

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

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Age range of children at the time of inspection

The childminder should strengthen partnerships with early years professionals and/or develop professional expertise to extend knowledge that supports meeting the needs for children with special educational needs and/or disabilities.

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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.

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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

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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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