Childminder

Childminder

Unique reference number (URN): 2796181 Registered with Ofsted: 29/07/2024 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

Children's wellbeing is a strength and primary focus of the childminder. This is underpinned by positive attachments and the childminder's nurturing manner. From the onset, she ensures that they feel safe and secure in the environment. Parents share information with the childminder through her 'welcome pack' so children settle with ease. The childminder uses the close relationships she has with each child to observe their emotional wellbeing. For example, she watches their facial expressions and body language to recognise when they are feeling unsure or unsettled. She then responds swiftly with cuddles and comfort before it escalates. The childminder creates an environment where each child can express themselves with confidence. They look through books with photographs of their families, recalling important events in their lives. Children display their artwork with pride.

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Children's welfare and wellbeing Strong standard

Children spend a lot of time outdoors and are physically active. They benefit from learning about living healthy lifestyles as they grow fresh fruit and vegetables to enjoy at snack time. Children help themselves to drinking water from a dispenser. They explain that ice cubes cannot be in their cup as they are a choking hazard. Children thrive because they know that they are valued and have a strong sense of belonging.

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Curriculum and teaching Strong standard

The childminder creates a curriculum that places children at the heart of everything that she does. She uses excellent and well-researched teaching methods to help children develop into curious and independent learners. Children's interests, the seasons and real-life experiences are the primary focus. She aims to bring their learning to life. For example, when reading 'Little Red Riding Hood' children develop a fascination for wild animals. The childminder weaves this into her teaching to enrich their learning. She takes them to a wildlife park so that they can see animals in their natural habitat. These experiences are then relived in children's play as they explore their new learning. Children show excitement as they learn because teaching is purposeful and meaningful.

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Curriculum and teaching Strong standard

The childminder uses her deep knowledge of child development to assess what children can do and what they need to learn next. She knows each child extremely well and offers them challenge in every interaction. This means that children are always gaining new knowledge, skills and making progress. For example, they communicate with impressive confidence using vocabulary beyond their years. Meaningful interactions are at the heart of the childminder's curriculum. She has created a healthy balance of time spent with the children while encouraging them to be independent in their play.

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Achievement Expected standard

Overall, children demonstrate positive attitudes to their leaning. They show motivation, engagement and are always willing to have a go. When things go wrong, they show great resilience as they think how they can make things right. For example, when children build dens, they move things around when the fabric keeps collapsing. They make links to prior learning and realise that they need pegs to hold the material up. Once they have solved the problem, they relax inside their dens to read books.

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Achievement Expected standard

Children progress through the curriculum well. Children practise new language and use mathematical language like 'half' in their play. Children ask questions and are curious how things work. They manage their own self-care and develop their independence. They set the table for mealtimes, cut up their own fruit and use cutlery with confidence. The childminder offers a range of rich experience for children to socialise with lots of other people. These are important skills that children need in their next stage of learning which they approach with excitement and eagerness.

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Behaviour, attitudes and establishing routines Expected standard

Children thrive in the consistent and clear daily routines organised by the childminder. They are excited to join in dancing and singing sessions where they use a range of materials to join in with the music. Children choose sticks that they bang on the floor to make the sound of thunder. Typically, children's individual needs are supported well; they receive lots of praise for their achievements. This encourages them to keep on persevering and trying when things are tricky. They have developed positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder has clear expectations for children's behaviour. Most of the time, children share and are learning to wait their turn. On some occasions, in their eagerness, children interrupt conversations and answer questions for others. This means, that sometimes, children do not always have the chance to share what they know and contribute their own ideas. Nonetheless, children are kind, social and enjoy each other's company.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has systems in place to record and monitor children attendance. She is flexible for working families and varies experiences so when children attend part time, they still receive a wide range of experiences and outings.

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Inclusion Expected standard

The childminder uses her knowledge of how young children learn to observe and assess their progress. She shares this information with parents so that they know what their children need to learn next. This helps the childminder to be able to identify if any children need further support. She makes referrals to external services and introduces supportive strategies in her interactions.

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Inclusion Expected standard

The childminder undertakes training so that she knows how best to support each child. This ensures that children receive the appropriate help and validates the approaches used. For example, when children do not form some word sounds correctly, the childminder checks if there are any barriers to their learning. She sings songs, uses basic sign language and reads stories daily. The childminder mirrors and models speech, making sure that children can see how she forms each sound and whole words. These strategies help children make positive progress but she does not yet share them with other settings that children attend. This means that children do not always benefit from a collaborate approach when they need additional help.

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Inclusion Expected standard

The childminder feels passionately about inclusion. She teaches children about what makes them unique and different. She takes children on outings where they interact with adults with learning difficulties and/or disabilities. Children learn about the world around them and the communities in which they live.

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Leadership and governance Expected standard

The childminder is passionate and committed to her role. She has developed her home and practice to meet the needs of the children in her care. The childminder has high expectations and ambitions for each child. She aims for children to thrive through rich experiences and positive interactions. Evaluating practice and professional development is a strength of the childminder. For example, she is undertaking an accreditation to support younger children's curiosity. This complements her previous experience in primary teaching and her passion for outdoor learning. Completing training has helped the childminder to build a curriculum that develops children's critical-thinking and independence. She focuses on her own wellbeing alongside the children's.

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Leadership and governance Expected standard

Parent partnerships are effective. Written feedback explains how parents are very happy with the level of care and attention their children receive. They recognise that their children's love of nature has developed through the childminder's teaching. The childminder actively encourages parents to support learning at home. For example, she shares ways to encourage pencil grip and mark making so that children enjoy practising their early writing skills. However, she does not yet share information about children's development with other settings they attend. This means that there is not a collaborative approach, especially for those who have barriers to their learning. The childminder recognises the need to strengthen sharing of information to ensure continuity of care and secure the best possible outcomes for children.

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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 extremely well supported by the kind and passionate childminder. They have established sensitive and secure attachments with her so that they feel a sense of belonging. Children are confident and excited to have visitors into the home. They welcome guests into the calm and thoughtful environment. This is carefully organised to encourage children to explore and investigate. Children use the resources with purpose and in meaningful ways. For example, they use blocks and fabric to make habitats for the animals that they are caring for. They talk about what a llama or buffalo might eat as they consider

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About this setting

how to keep them warm. Children approach the childminder to show her what they have made. They are proud of their achievements. They ask for help when needed and receive support and reassurance in abundance. Children thrive as the childminder responds to their individual needs.

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About this setting

Children develop a love of nature through the experiences that the childminder plans into their day. They take part in woodland walks and spend time outside in all weathers. They discuss how the rain has changed the texture and consistency of the play dough that they are making. Children explain that it is now 'sticky' as they add more flour to make it smooth again. The childminder uses these moments to encourage children to take notice of changes and think about why things happen. This helps them to develop their critical- thinking and problem-solving skills. Children show resilience when things go wrong and take great delight when they work. They are learning to make choices and decide what they would like to do. This helps them to focus on their learning for long periods of time considering their age. Children flourish and are well prepared for the next stage in their learning.

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Next steps

The childminder should strengthen partnerships with other settings that children attend to ensure information is shared consistently and effectively to support continuity in children's care, learning, and development. The childminder should develop consistent approaches to support children to listen to each other and allow sufficient time for them to consider and respond to questions, helping them to share their own views and ideas effectively.

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About this inspection

The inspector spoke with the childminder, children and read reviews from parents 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. Unique reference number (URN): 2796181

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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