Childminder

Childminder

Unique reference number (URN): 2797714 Registered with Ofsted: 12/08/2024 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

All children benefit from the thoughtful, nurturing and highly responsive care the childminder provides. They actively seek her out when they are upset or unsettled. Children know they can rely on the childminder to meet their physical and emotional needs. For example, they know the childminder will help them to find their drinks or offer comfort when they feel sad or scared. For example, when children arrive and are sad to leave their parents or carers, they take comfort in going to the childminder for cuddles and reassurance. They discuss together what they noise may be, and then children happily return to play. Children are very happy in the warm and safe space the childminder has created for them.

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Children's welfare and wellbeing Strong standard

Children learn about positive hygiene routines, such as they learn to independently wash their hands before eating. They spend time being physically active, both outside in the garden and at local parks, consistently able to make healthy choices about playing outside. When out, the childminder effectively teaches children how to keep themselves safe. Even the youngest children understand to push the button and wait for the green person when crossing the road. When back at the setting, they pretend to press the button and cross the road. This is a favourite game young children play and helps them to practise for when they are out in the community.

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Children's welfare and wellbeing Strong standard

The childminder creates a very calm and positive space with regular routines. Children understand when it is time for going out or for quieter play, and when is it time to engage in healthy food together. They feel secure in this knowledge and happy in their environment.

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Achievement Expected standard

Children typically make progress from their starting points in all areas of the curriculum. They respond positively to the routines of the day. Children know what is coming next. This helps them to feel relaxed and ready to learn. Children learn to be sociable and to share. They play well alongside and with each other, in a way that is appropriate for their age. Children are confident communicators, talking to each other and to adults as they play. They learn their colours in fun ways, such as discussing the colours on their socks they are wearing that day. Children all look forward to this part of the daily routine.

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Achievement Expected standard

Children develop their physical skills as they explore outside, walking, running and climbing at the park. They strengthen their small muscles as they build bug homes with sticks and complete puzzles. All children enjoy their learning. They are prepared well for the next stages in their learning and development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour, and generally incidences of poor behaviour are rare. When they do occur, the childminder addresses them very quickly. For example, when young children start disagreeing over a toy, she stops them and asks them how they can resolve this problem. They discuss sharing the toy when children have finished with it, and find another exciting toy they can play with while they are waiting. All children happily return to their play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is effective at helping children focus their attention and to keep on trying, helping them to develop skills needed for later learning. For example, when children are trying to put the toy animals on the swing, they quickly give up and ask the childminder to do it. The childminder encourages them to try again, and explains what they could do differently to be successful. When children succeed, they dance around the room showing pride. This supports children to have levels high self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to understand what is going to happen next through well- embedded routines. Children get involved in tasks, such as putting toys back where they belong, before going outside. They know to go to the bathroom to wash their hands in readiness for mealtimes. The childminder works with parents and carers when they first start. She helps them to understand the importance of regular attendance and of getting to her setting at a regular time.

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Curriculum and teaching Expected standard

The childminder plans a broad curriculum for all children in her care, that she typically teaches well. She knows what children can do and tailors this to what children need to learn. The childminder follows children's interests and teaches them through their play. For example, she provides a running commentary as children play, discussing the 'yellow' cup they have. The childminder names the different shapes as young children complete a shape puzzle. However, at times, her expectations for what young children should learn next can be beyond their understanding, making it difficult for them to achieve.

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Curriculum and teaching Expected standard

The childminder has a sharp focus on developing children's communication and language. She supports children to have a love of books, singing and communicating. For example, books are always available and young children readily pick them up and take them to the childminder to read together. She pauses when reading, and children fill in the missing words from the known story, smiling with delight at 'reading.' Children readily sing throughout the day as they play. They sing 'Happy Birthday' to the childminder as they play with the toy cakes. The childminder weaves mathematics into children's play. For example, she encourages children to count the horns on the rhinoceros while pretending to be in the jungle. The childminder adapts her teaching well to the needs of the different children. She teaches children about feelings and emotions. The childminder discusses what the different emotions feel like, as children point to the faces on the wall, pointing out how they feel

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Inclusion Expected standard

The childminder is very inclusive. She welcomes all children into her setting. Although she does not currently have any children with special educational needs and/or disabilities (SEND) in her care, she understands how to support children with SEND, or who are known or previously known to social care. The childminder knows how to work with outside professionals to gain extra support for children who may need it.

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Inclusion Expected standard

The childminder has effective relationships with parents and carers. This helps her to get to know children well when they first start, gaining an understanding of their developmental starting points. The childminder takes time to find out the uniqueness of each family. She typically works with them to reduce any barriers to children accessing education. For example, the childminder understands that some military families may need to rearrange their childcare needs at short notice, and is flexible to their needs. She understands the affect that having a parent going away for an extended period may have on children. The childminder works with families to provides them with even more emotional support at what can be a tricky time.

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Inclusion Expected standard

The childminder ensures she includes all children by following their interests and extending their learning for this. For example, when children are afraid of loud noises, she turns listening out for sounds into a game. When children run to her for emotional support when they hear a loud noise from outside, she excitably encourages children to find out what is making that noise. This reduces children's anxieties, while still acknowledging their feelings.

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Leadership and governance Expected standard

The childminder typically keeps herself up to date with current early years practice. She links with other childminders and attends some professional development. The childminder is skilled at evaluating her setting and recognising her strengths and areas she would like to develop. For example, she recognises that she would like to engage in more training around supporting children with special educational needs and/or disabilities, as this is an area she is not as experienced in as yet.

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Leadership and governance Expected standard

The childminder works closely with parents and carers and children. She gets to know them well as they start with her. The childminder keeps parents informed of their children's progress. However, she does not consistently give parents ideas of how they could further extend their children's learning at home, which would support children's learning further.

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Leadership and governance Expected standard

The childminder explains how she will support those children at risk of delay by linking closely with families, the local authority and outside professionals. She adapts her curriculum to support all children to make progress from their individual starting points.

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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 very happy in the warm and caring childminder's care. They are excited when they arrive, eager to come in and quickly get engaged in play. Children feel a deep sense of belonging, as they find their name and then head for favourite toys. They are very excited to see their friends, sharing 'treasures' they have brought from home. Children quickly become immersed in play, inspired by the inviting resources and inspiring environment. For example, children eagerly sit down at the table, where a tea party is set up. The childminder happily gets to children's level and fully joins in with their play. Young children offer each other, and

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About this setting

Type: Childminder the childminder, pretend cups of tea and biscuit. They laugh with delight when the childminder pretends to eat them. Children learn simple mathematics, as they count how many plates are on the table, with the childminder. Parents and carers love the 'home-from- home' feeling in the setting. They say the childminder feels like an extension to their family. Parents report they are very relaxed and confident in leaving their children in her care.

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About this setting

The childminder supports even the youngest children to develop their attention and listening skills while playing. For example, when playing, children stop and listen when they hear a noise outside. They all go and look out the window, and excitably spot the bin lorry outside. Children then discuss what other noises to listen out for, including aeroplanes and birds. All children make progress in all areas of their learning. The childminder sets them up well for the next stages in their learning, including school. While the childminder does not have any children with special educational needs and/or disabilities, she understands how she would support them, including how she would link with outside professionals and the local authority.

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Next steps

The childminder should look to further expand her professional development to increase her understanding of age-appropriate expectations for children even further. The childminder should support parents and carers to be clearer on ways they can further develop their children's learning at home.

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About this inspection

The inspector spoke with the childminder and parents and carers 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. Registration date: 12/08/2024

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About this inspection

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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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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