Childminder

Childminder

Unique reference number (URN): 2789221 Registered with Ofsted: 10/07/2024 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

All children, including those with special educational needs and/or disabilities (SEND), make progress from their starting points. They build confidence during their time attending the childminder's setting. For example, initially shy children happily interact with others. Children develop their physical skills, for example when babies move from crawling to walking, and they enjoy daily physical exercise, both indoors and outdoors. For example, after lunch, children enjoy a dance session with the childminder, and they walk, run and climb when they visit parks and open spaces.

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Achievement Expected standard

Children speak in sentences and confidently ask the childminder for what they need. Children are supported to learn skills and develop their knowledge. For example, children listen to the childminder speaking and follow her instructions. They manage their own basic hygiene and personal needs, including using the toilet, and learn about the importance of healthy foods and drinks.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a calm, welcoming environment, where children feel safe and valued. She builds secure relationships with children. This means children settle quickly and are happy. The childminder has clear behaviour expectations that the children understand. She reminds children about the golden rules, and children use pictures on the wall to help them remember them. This means that children typically behave well, and the childminder quickly addresses any negative behaviour. For example, the childminder reminds children to use their 'kind hands' and to share the toys.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides children with engaging activities to help them learn and make progress. Children engage in the activities on offer, learn new skills and make progress. They are happy to try new activities. The childminder gives verbal praise to children for displaying positive behaviours. For example, children offer a book to another child to look at, and the childminder verbally praises them. Children happily follow simple instructions from the childminder. For example, at the end of the session, children help the childminder to tidy the activities away.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of attendance. She knows how to follow up any concerns about non-attendance quickly. The childminder works with parents to help them understand the importance of attendance and that regular attendance supports children to be school ready.

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Children's welfare and wellbeing Expected standard

The childminder provides a safe environment where children play and learn. She understands how to keep children safe at the setting and when out in the community, such as by holding hands and staying with the childminder. The childminder builds secure relationships with children. Children sit with the childminder and they ask her to join in with their play. She listens when the children speak and responds appropriately. The childminder speaks calmly to the children, and they respond well to her.

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Children's welfare and wellbeing Expected standard

The childminder supports children to make healthy choices. For example, children drink milk or water and eat healthy food at mealtimes. The childminder encourages the children to have a 'big drink' because it keeps them hydrated and healthy. Children learn about oral health through setting up a role-play dentist and choosing healthy foods. They talk about going to the dentist during role play, and they talk about eating healthy foods during mealtimes.

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Children's welfare and wellbeing Expected standard

The childminder supports children to understand feelings and emotions. She uses stories and games and acknowledges the children's feelings as they occur. All children, including those with special educational needs and/or disabilities, are provided with quiet spaces to help them to manage their emotions as needed. The childminder implements clear daily routines that children can easily follow. This helps children to feel calm and happy.

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Curriculum and teaching Expected standard

The childminder is clear about the curriculum design and what it is that she wants the children to learn. She uses the children's interests when planning the learning activities. This helps children engage in the activities and learn. The curriculum covers all areas of children's learning. The childminder typically provides a high-quality curriculum. However, she does not accurately focus on children's learning needs. This means that she does not consistently extend children's thinking and add challenge to the curriculum.

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Curriculum and teaching Expected standard

The childminder understands the importance of supporting children to develop their language and communication skills and makes this a priority. For example, she uses every opportunity to interact verbally with children, listening to them speak and then responding. This means that children learn new words, which expands their vocabulary. The childminder typically supports the children to develop their independence. For example, children help to tidy the activities away and wash and dry their hands. To build on this, the childminder should embed supporting children to become independent at every opportunity. Sometimes, the childminder steps in and does tasks for children when they could have a go themselves. For example, children could try to use the soap dispenser and serve food onto their plate.

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Curriculum and teaching Expected standard

The childminder weaves mathematical vocabulary through the curriculum. For example, when children play with the childminder in the role-play home, she asks if they want one or 2 carrots? She holds up the correct fingers to indicate the amounts. This helps children to learn number words and the amounts they represent. When searching for bugs, the childminder supports children to count the bugs and uses her fingers to show the amount they find. This helps children to learn what numbers mean.

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Inclusion Expected standard

The childminder understands the importance of inclusion and promotes an inclusive culture across the setting. This means that all children are included in the learning opportunities on offer. The childminder quickly identifies any gaps in children's learning and development. She supports children to fill those gaps through careful adaptations to the delivery of the curriculum. For example, the childminder supports children with special educational needs and/or disabilities (SEND). She teaches children in the place where they prefer to learn, such as the sensory room. Children feel happy and settled there, and the childminder continues her adult-led activities from there.

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Inclusion Expected standard

The childminder works effectively with parents to discuss their child's needs. As a result, all children make progress. The childminder uses her valuable experience of working with children with SEND in the setting. She understands how to adapt the learning environment and activities to suit children's learning needs. For example, during song time, the childminder signs to the children, as well as sings. This teaches children that some people need signing to help them understand the song.

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Inclusion Expected standard

The childminder teaches about similarities and differences in the curriculum. For example, children learn about Eid when they taste foods and paint patterns on biscuits during a party. They put clothing from other cultures in the role-play area and learn about diversity through books.

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Leadership and governance Expected standard

The childminder is committed to providing high-quality care and education for all children at the setting. She understands the importance of continual improvement and takes part in training to support this. She uses her training to evaluate her curriculum and improve outcomes for children. For example, she uses recent phonics training to improve how she supports children to learn about sounds. The childminder plans to continue developing her knowledge of working with babies, as she would like to work with babies in the future.

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Leadership and governance Expected standard

The childminder makes links with external services to gain advice and support on meeting children's needs. For example, she works effectively with Portage to adjust the learning environment as required. The childminder works well in partnership with parents. She supports parents and offers advice, such as ways to help children settle when they are new to the setting. The childminder informs parents about their children's progress and the activities they have been involved in.

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Leadership and governance Expected standard

The childminder understands the importance of staff wellbeing. She networks with other childminders and they support one another.

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

Children eagerly enter the setting and smile when they see their friends. Children feel safe, cared for and happy. They have a positive sense of belonging through the caring relationships that they build with the childminder, assistants and other children. Children quickly engage in learning opportunities on offer. These are carefully planned with the children's own interests and are linked to the children's next steps in learning. Children enjoy stories and songs as they play and learn.

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

Children enjoy exploring a bug area with torches and cameras. The childminder uses this as an opportunity to promote language skills. For example, she uses new words such as 'millipede' and 'slimy'. Children are shown how to use new pieces of equipment within the activity. For example, the childminder shows the children how to take a photo of the bugs and how to turn the torch on. Children build their self-confidence and try new things. As a result, they are soon able to use the camera and torch independently. Children are encouraged to use a book to identify a bug, and they work together with the childminder to do this.

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

Children benefit from trips out in the community. These include visits to museums, nature reserves and parks. This widens children's life experiences. At the park, children run, roll and climb. They talk with the childminder about keeping safe. Children sit together at mealtimes and enjoy eating healthy foods and trying new tastes. They develop their social skills and speak to each other. In this small setting, children learn how to get along with each other and make friends. They learn to share and take turns. This means that children play happily together, learn and have fun.

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Next steps

The childminder should consistently support children to become independent, and embed this into the setting, to ensure that children will be well prepared for their next educational setting. The childminder should focus more accurately on children's development needs to extend children's thinking and add challenge to the curriculum.

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About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

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About this inspection

We carried out this inspection under the sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the provision that is registered on the Early Years Register. The registered person must ensure that the provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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About this setting

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

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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

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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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