Childminder

Childminder

Unique reference number (URN): 2769939 Registered with Ofsted: 09/01/2024 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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Behaviour, attitudes and establishing routines Strong standard

Children develop incredibly close bonds with the childminder. They draw a deep sense of security from her presence. As a result, children are confident and self-assured learners. Children look to the wonderful example the childminder sets and follow her lead. The childminder has incredibly high expectations for children's behaviour. She teaches children how to behave well in a range of situations, including during the many trips and outings undertaken to enrich children's experiences. On occasions when gentle reminders are required, the childminder discusses children's behaviour and helps them to think of different ways they may respond during similar situations in the future. The childminder adapts her approach to helping children understand the importance of good behaviour according to their current age and stage of development. All children are incredibly well behaved and help each other, while forming firm friendships. This contributes greatly to the harmonious

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Behaviour, attitudes and establishing routines Strong standard

The childminder monitors children's attendance and provides specific experiences for individual children when she knows they will be present. Furthermore, the childminder checks with parents should children not attend as planned to help assure her of children's wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing firmly at the heart of everything she does. She regularly liaises with parents to keep up to date on any changes to children's individual routines so that she can reflect this in her practice. The childminder skilfully promotes children's health through firmly embedded routines and interesting activities. She checks that children attend a dentist and promotes oral health during activities such as toothbrushing, using model teeth to demonstrate how children should brush effectively. This helps children understand the importance of regularly brushing their teeth. The childminder provides a wide range of healthy snacks and meals for the children in her care. She talks with the children about their health and encourages them to try a variety of fruits and vegetables. The childminder recognises that extending opportunities to plant and grow vegetables in the garden may build children's enthusiasm for preparing and eating healthy

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Children's welfare and wellbeing Strong standard

Children develop a confident understanding of the importance of hygiene routines. Children as young as one year of age know that they must wash their hands before they eat their snack. Older children recognise that in doing so they are washing away the germs that could make them sick. Children understand their own physical needs, such as nose wiping, and the childminder respects children's privacy during toileting and nappy changing routines. This helps children to feel extremely comfortable and secure as they engage in their personal care routines.

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Achievement Expected standard

Overall, all children, including those who may have barriers to their learning, make typical progress from their individual staring points. In some areas, such as communication and language development, children make rapid and secure progress over time. Children learn to express themselves clearly using the vocabulary they have been taught. They ask questions and make connections in their learning, explaining what they are doing and recalling past events.

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Achievement Expected standard

Children develop a wide range of impressive independence skills that help to prepare them well for the next stage of their development and eventual move on to school. They are resilient and determined learners who are eager to have a go and try new experiences. That said, children's mathematical achievements are not extended as consistently. Older children are not always supported to practise mathematical skills during their play so that they may develop their skills more rapidly.

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Curriculum and teaching Expected standard

Overall, the childminder's curriculum is ambitious and is flexible to take into account children's individual interests. The curriculum is adapted to support the needs of any children with special educational needs and/or disabilities who may attend. The childminder is clear about what she intends children to learn during their time with her and has recently focused upon securing children's communication and physical skill development. Children are incredibly confident talkers and eagerly communicate their ideas and needs. The childminder skilfully supports children's communication skills, narrating their play and regularly introducing and explaining new words in context. For example, while bathing dolls, the childminder introduces words such as 'dispense' as children pump soap from a dispenser. Later in play, children remember and begin to use this word independently to describe what they are doing. Children's early literacy skills and communication and

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Curriculum and teaching Expected standard

The childminder is enthusiastic. Her encouragement is infectious and children are motivated to try hard when practising new skills. For example, children who have recently leaned to walk beam with delight as they navigate space independently to select the toys they wish to play with. On occasion, the childminder encourages children to recognise shapes and sing number rhymes. However, opportunities for older children to practise counting and other mathematical skills as they play are less consistent. The development of children's mathematical skills is not as carefully considered as other areas of learning.

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Inclusion Expected standard

The childminder understands children's unique needs well and identifies ways in which she can offer her support and guidance. She monitors each child's learning carefully to enable her to swiftly identify any emerging gaps in children's development. Should gaps arise, the childminder works closely with parents and outside agencies, when appropriate, to help children, including those with special educational needs and/or disabilities, to make the progress they are capable of. Careful planning is regularly reviewed and adapted in response to the childminder's assessments of children's progress towards their milestones. This enables the childminder to refine her approach to individual children's learning.

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Inclusion Expected standard

The childminder encourages parents to inform her of any change in family circumstances that could potentially act as a barrier to children's learning. She sensitively accommodates any changes in order that children are supported to remain on track in their learning and development.

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Inclusion Expected standard

Children are typically supported to develop some understanding of similarities and differences that exist between themselves and others. That said, opportunities to explore differences beyond those of ethnicity have not been fully embraced in order to build upon children's current understanding of what makes them unique.

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Leadership and governance Expected standard

The childminder evaluates the quality of service she provides for children and families. She seeks the views of parents and children to help in identifying the strengths and future areas of development of her provision. The childminder meets regularly with a group of local childminders in order to share their ideas and effective practice. She is committed to enhancing her own professional skills and expertise. The childminder has attended all mandatory training, such as paediatric first aid and safeguarding. While the childminder has attended other professional development opportunities, these have not yet been carefully targeted to enhance her knowledge and skills precisely in support of the children she cares for. She recognises how this will enhance her own wellbeing and workload and benefit her practice in her future. The childminder has recently begun to consider how best to identify future professional development opportunities more precisely.

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Leadership and governance Expected standard

The childminder engages positively with parents. She shares information on children's care and learning, including keeping parents up to date on what their child is learning next. This helps parents to contribute to their child's learning in a consistent manner at home. Parents value the childminder's flexibility, support for transitions and the trusting relationships she develops with children.

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Leadership and governance Expected standard

The childminder understands how to use any additional funding children may receive in the future to help reduce barriers to learning and development. She understands the importance of adapting resources, experiences and the environment to support children's participation and individual developmental needs.

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

Children and their families receive a warm welcome to the setting. The childminder gathers a range of important information about each child when they first start to attend. This enables her to adapt her provision to meet the needs of children from the outset. The childminder knows what interests each child and uses this information to provide opportunities that children find engaging. Children find this incredibly motivating and derive a wonderful sense of belonging in the childminder's home. Children develop close and nurturing bonds with the childminder. They gather a sense of security from her presence and demonstrate that they feel safe and secure in her care.

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

The childminder understands how young children learn and develop. She observes children to find out what they know and can already do. The childminder typically uses her knowledge of child development effectively to provide experiences that help children to take the next steps in their learning and development. A recent focus on children's physical development has helped to accelerate younger children's walking skills. The childminder carefully sequences the development of children's physical skills. For example, she provides opportunities for children to crawl before pulling themselves up to their feet and then taking their first steps. The childminder's overall carefully considered approach to supporting children's learning and development means that children achieve well during the time they spend with her. Parents are encouraged to recognise the importance of their child's regular attendance and how this contributes to their ongoing learning. This helps to foster positive

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

attitudes for the next stage in children's learning.

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

Children, including those who may have barriers to their learning, thrive in the care of the childminder. They learn to interact with the childminder and each other with confidence and kindness. The childminder is an effective role model who supports children as they engage in their play with enthusiasm. Children learn to take turns and to consider the feelings of others. All children are curious, independent and develop a love of learning.

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Next steps

The childminder should strengthen the curriculum for mathematics and support children to consistently enhance and build upon their mathematical skills and knowledge as they play. The childminder should enhance opportunities for children to learn about all aspects of diversity in the world around them.

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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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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Our grades explained

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

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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