Childminder

Childminder

Unique reference number (URN): 2798585 Registered with Ofsted: 16/08/2024 Registers: EYR, CCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Children are confident as they feel settled and secure. They thrive from such a strong and clear routine which supports them through transitional periods, such as helping to set the table as this prepares them for snack time. Children's behaviour is extremely positive. The childminder uses all opportunities to model turn taking, respect and care which the children copy in their play. Children's interactions are harmonious and they confidently manage their feelings and emotions, as the childminder praises their positive interactions and language.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children are curious and demonstrate a willingness to learn new things, as activities interest and excite them. Children retain a strong focus when learning as they are engaged and stimulated; they enjoy the impactful interactions with the childminder. Children refer to previous days and specific activities, such as 'driving a bus' and 'looking after the butterflies' as these fond memories form key-learning moments.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder promotes good attendance as relationships between the childminder and parents are strong. Parents are keen to share their wonderful experiences with the childminder and how she has provided such warmth and nurturing care for their children. This is apparent through the trusting and close relationships shared between the childminder and children as they actively seek her out, involve her in play and naturally retreat to her for comfort.

p.2

Children's welfare and wellbeing Strong standard

The welfare and wellbeing of all children is at the centre of the childminder's practice. Through the continuous teaching of independence and life skills, children are encouraged to make healthy choices involving snack times, physical play, rest times and screen times. Children demonstrate their independence as they naturally access their own tissues followed by independent hand washing. Children lead the routine to set the table independently, identifying their own name card and counting out the amount of face cloths required. As a result, children take pride in their own self-care routines and enjoy demonstrating their independence.

p.2

Children's welfare and wellbeing Strong standard

The childminder is extremely knowledgeable about each child and celebrates their unique personalities. Her interactions are warm and personalised as she refers to them collectively as 'friends'. This nurturing approach continues as children are taught how to care for living things such as butterflies and flowers. Through the encouragement of active outdoor play, children have developed a real love for exploring the outdoors, such as in the garden or trips to local parks. This priority for such positive outdoor experiences, stimulates the children and really supports children's welfare and wellbeing.

p.2

Children's welfare and wellbeing Strong standard

Together, the children and childminder cared for caterpillars through their transition to butterflies and enjoyed releasing them into the wild. The childminder models to children how to recycle and care for the world around them. As a result of this knowledge, children feel empowered to complete positive acts which support their own wellbeing.

p.2

Achievement Expected standard

Children achieve and progress well across the early years foundation stage. Children develop and enhance their personal, social and emotional skills as they identify their feelings and the impact these can have on their behaviour. Children use mirrors to see their cross and happy face and communicate this effectively with the childminder. Children ask for beds at sleep time as they 'feel tired and need a rest'. This recognition allows them to make healthy choices and to understand the importance of rest.

p.3

Achievement Expected standard

Children enjoy language as a tool as they explore mathematics, literacy, singing and reading stories. This approach to such a variety of vocabulary enables children to communicate effectively. Play is harmonious as children encourage and support one another. For example, older children assist the younger children to put on their shoes to go outdoors. Independence is a priority through handwashing, toileting and hygiene routines. As a result, children are confident in self-care and very well prepared for their transition, such as to school.

p.3

Curriculum and teaching Expected standard

The childminder typically teaches children within their own stage of development and takes pride in her delivery of the curriculum as learning through play. The childminder is quick to challenge children's learning further as she uses technology to search the internet for real- life images of the sea creatures. She adapts activities so that children at different stages of their development are able to fully participate. For example, the childminder celebrates 'World Ocean Day' with a scooping and finding activity where different sea animals are hidden within rice. Some children use smaller scoops to really develop their fine motor skills as they identify sea creatures such as 'narwhales' and 'puffer fish'. Other children use larger scoops or cups and enjoy filling and emptying. As a result, children generally develop their knowledge and skills. However, the childminder does not always successfully adapt

p.3

Curriculum and teaching Expected standard

activities to provide all children with the same level of high-quality teaching. Some children, for instance, children with special educational needs and/or disabilities, play independently for longer periods of time and occasionally, receive less teaching experiences from the childminder. As a result, they are not always able to continue to build on what they know and can do.

p.3

Curriculum and teaching Expected standard

The childminder really promotes communication and language as she delivers activities using advanced language. For example, when children create a meadow of bees from different construction pieces, the childminder explains how bees need flowers and uses language such as 'nectar, pollen and transferring'. The childminder incorporates mathematics within play as children enjoy measuring their own heights. They discuss their growth in centimetres and make comparisons to previous measurements.

p.3

Curriculum and teaching Expected standard

The childminder has a clear understanding of the curriculum which is ambitious and is typically taught well.

p.3

Inclusion Expected standard

The childminder is knowledgeable of children's interests and their individual needs as she carefully considers these within her provision. She adapts activities and learning experiences to ensure children are included and their needs are generally met well. The childminder monitors children's progress appropriately, and children typically make steady progress. The childminder shares information with parents through daily observations and includes parents with their child's learning goals. This strengthens parent partnership and allows for a tailored home-learning experience. The childminder carefully articulates communication as she uses open-ended statements and narrates play for children who may struggle to verbally communicate. This creates a level of engagement where all children are involved.

p.4

Inclusion Expected standard

The childminder identifies any barriers to children's learning swiftly and will actively seek support if needed. The childminder understands the importance of working with professionals, as she uses these opportunities to gain further advice. The childminder is aware of training opportunities as she reviews her training needs to be specific to the needs of children, although she does not access these swiftly. This means that she does not always use effective interventions to support children with special educational needs and/or disabilities.

p.4

Leadership and governance Expected standard

The childminder is clearly committed and dedicated to her role and aims to provide such a caring and fun environment where learning is natural and through play. As a reflective practitioner, the childminder is aware of training opportunities and works with a variety of external agencies to achieve some professional development. She responds to advice given by incorporating suggested methods and ideas into her practice and the provision. The childminder knows the strengths of her provision and understands the areas for development as she continuously works hard to improve the quality of her practice. The childminder is aware of training opportunities, although does not consistently access these swiftly to incorporate a stronger understanding of how to support children with special educational needs and/or disabilities.

p.4

Leadership and governance Expected standard

The childminder has positive engagements with parents and families and provides high- quality feedback to keep parents involved with their children's learning journeys. The childminder seeks feedback from parents to ensure she is meeting their child's needs and effectively manages any suggested recommendations.

p.4

Leadership and governance Expected standard

The childminder is caring, enthusiastic and professional. She manages her own wellbeing effectively as she acknowledges her workload and keeps structure to her work life balance. The childminder is passionate about the role she fulfils and enjoys the part she plays in developing and teaching children. Therefore, she keeps the children at the centre of everything she does so children can flourish within her care.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

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

Children access the provision excited to explore. As they self-register, children acknowledge their friends, sparking curiosity to know the day of the week and who else is expected to arrive. Children begin their day calmly as the childminder prioritises time to settle in. This means that children begin to play and learn when feeling comfortable and secure.

p.5

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

Children are enthusiastic to go outdoors to the 'learning cabin'. This second learning environment is carefully planned with activities and resources to promote curiosity and investigative skills. This naturally enhances children's learning in a fun way. The inviting environment is carefully considered to incorporate physical development, calm cosy spaces and messy play. As a result, children are confident and initiate playful interactions with ease.

p.5

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

Children, including those with special educational needs and/or disabilities (SEND), enjoy the calm environment as they explore at their own pace. Children's unique personalities are celebrated by the childminder as she understands their interests and provides this within the setup of the provision. As a result, children feel safe, secure and valued. Children are confident to seek comfort when needed and continuously interact with the childminder.

p.5

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

The childminder engages with all children and ensures that all their needs are met. All children, including those with SEND are involved in play as the childminder provides a strong focus on developing children's communication skills. The childminder constantly enhances children's vocabulary as they discuss different animals that live under the sea, such as 'puffer fish' and 'narwhales'. Children show natural curiosity, of which the

p.5

About this setting

Register(s): EYR, CCR childminder works hard to challenge further as they use technology safely to search for real images of sea creatures. Children enjoy sharing these images across the group.

p.6

About this setting

Children explore mathematical language as they measure their own heights, and the childminder's height. They compare these to previous measurements as they count the additional centimetres gained. Children then introduce counting songs into play as they confidently sing and count. The childminder promotes positive behaviour and attitudes throughout as she models turn-taking. Children receive lots of praise which they are proud of and are motivated to continue with positive behaviour.

p.6

Next steps

The childminder should ensure that all teaching is high quality and inclusive to all stages of children's development, especially those with special educational needs and/or disabilities. The childminder should focus on further professional development to increase knowledge and confidence to address barriers for learning for children with special educational needs and/or disabilities.

p.6

About this inspection

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

p.6

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

p.6

Facts and figures used on inspection

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

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8