Childminder

Childminder

Unique reference number (URN): 2810110 Registered with Ofsted: 19/12/2024 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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Achievement Expected standard

Children make steady progress from their starting points. They become confident communicators as they build their vocabulary through conversations, listening to stories, and singing songs. Children enjoy practising and using unfamiliar words as they play. Children generally share their needs and wants clearly. Older children confidently share ideas, thoughts, and feelings as they play. For example, they enjoy exploring familiar stories, and recall the text beautifully, reading with such feeling and animation.

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Achievement Expected standard

Younger children enjoy sitting in the playhouse with the childminder. They show their understanding of conversations and greetings as they welcome friends at the door with a 'hiya' and a smile. Children show familiarity and confidence as they sing a song about a spider.

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Achievement Expected standard

Children develop skills and knowledge that prepare them for their next stage of learning. They develop turn-taking skills as they enjoy climbing soft steps and sliding down ramps. Children learn respect and care for each other as they follow instructions to go up the steps, and down the slide. Children develop good manners. They enjoy signing 'thank you' as they are given their lunches and show such pride in their achievement.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a calm and positive environment where expectations for behaviour are clear. Routines are well established and the childminder reinforces these with gentle reminders, sensitive redirection, and modelling of positive behaviours. Children understand expectations and are developing an awareness of their feelings and behaviour. The childminder supports them to recognise, name and manage their emotions. She praises children as they wait patiently for their turn when sharing toys.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between the childminder, any assistants that work with her and the children who attend are positive and respectful. Children show confidence asking for support when they need it. The childminder knows children well and generally responds appropriately to their emotional needs, supporting their wellbeing and independence to grow. However, on occasion, she enables younger children's reliance on her, rather than supporting them to establish stronger bonds with her assistant. This does not fully promote children's wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to play alongside each other. She promotes sharing and turn-taking and considering the feelings of others. Children typically engage well with each other and show genuine care as they play together. Older children show care and consideration for younger ones. For example, when they pass them a bubble wand, they wait until they have grasped the wand tightly before letting go, to prevent spilling. They say, 'You ok?' and then move away to carry on with their own play.

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Behaviour, attitudes and establishing routines Expected standard

Attendance and punctuality are well promoted. The childminder makes parents and carers aware of expectations, and children typically arrive on time each day. The childminder emphasises to parents the importance of regular attendance to support children's participation. engagement and sense of belonging.

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Children's welfare and wellbeing Expected standard

Children experience a safe and welcoming environment. They have their needs met swiftly and have built strong bonds with the childminder, that support their learning and development. Children have their emotional needs met through the frequent, reassuring interactions they receive.

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Children's welfare and wellbeing Expected standard

Children show care and pride in their environment. They enjoy taking part in daily routines such as tidying toys outside ready for indoor play and stories. Children work together well and help each other put things back where they belong. Children show confidence in asking for support when they need. Older children request a change of clothing when the ones they are wearing become damp from water play and the childminder speaks with them about cause and effect and gently explains they can change if they have finished playing with water now.

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Children's welfare and wellbeing Expected standard

Children receive support to help them keep safe in the sun. They do not play outside in the midday heat in the summer and they have sun cream applied before outside play. However, children do not consistently learn self-care strategies to keep themselves safe and comfortable in the sun, such as wearing their sunhats and keeping hydrated.

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Children's welfare and wellbeing Expected standard

Children bring packed lunches with them. They develop healthy habits such as washing their hands prior to eating. The childminder supervises children well as they eat and promotes safe-eating habits. She asks older children to sit nicely and not stand when they are eating. Children have their water bottles with them as they enjoy their lunch and are encouraged to drink. They are very hungry and thirsty after their outside play and enjoy resting and refuelling.

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Curriculum and teaching Expected standard

The childminder has a clear intent for her curriculum. She is passionate about providing children with a curriculum they can all access, enjoying a rich range of activities and experiences as they learn through play. Children are happy and focus well as they play and learn, showing kindness and care towards each other. Children enjoy learning a 'sign of the week' and eagerly demonstrate them to visitors. Children show a positive attitude towards learning. They persevere well and build emotional resilience.

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Curriculum and teaching Expected standard

The curriculum builds on what children already know and can do and prepares them for their next stage of learning. The childminder prioritises building children's drive and determination to grow, so that they can persevere when facing a challenge in life. Children are enthusiastic, curious learners and eagerly explore new activities. They show focus and motivation as they play. The childminder builds children's vocabulary as they play. For example, as children explore the play kitchen, the childminder narrates play and asks questions about children's creations as they mix and stir. She speaks with children about the colour of the waters they are using in their recipe and models vocabulary in action as she pours, tips, and combines. Older children typically develop their understanding of the world as the childminder speaks with them about lemon and orange seeds they find as they squeeze juice from the fruits.

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Curriculum and teaching Expected standard

She explains that if they plant them, orange and lemon trees can grow. Children are keen to do this. The childminder generally helps children's understanding of early mathematical concepts to grow. She models counting as children take turns on the slide and she counts '1,2,3 go' for each child. She helps children develop knowledge of capacity as she speaks with them about their teacups being full or empty. Older children enjoy counting in sequence as they count bubbles as they float in the air.

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Inclusion Expected standard

The childminder monitors children's progress well. She knows children's interests, characters, and needs. She works effectively with parents and carers to identify any barriers to children's learning. The childminder adapts her settling-in procedures to consistently support all new children to settle. This allows her the opportunity to gain any bespoke knowledge and skills she may need to support children effectively.

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Inclusion Expected standard

Children with special educational needs and/or disabilities receive tailored support that promotes progress. For example, children benefit from targeted teaching to build confidence in being physically active. They receive encouragement and support to practise new skills and receive praise that motivates them to engage further. The childminder regularly assesses children's progress and adapts teaching appropriately for those who face barriers to learning. For example, children who benefit from extra reassurance and emotional check- ins to build their self-confidence receive this. The childminder interacts frequently with children. These interactions help build trusting, respectful relationships. The childminder follows any support plans that professionals from other agencies provide, such as speech and language plans. This targeted support helps all children to thrive.

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Leadership and governance Expected standard

The childminder is reflective and constantly identifying aspects of her provision she wishes to further enhance. She has a generally clear understanding of the strengths of the setting and areas for further development. The childminder has a real interest in developing her knowledge of special educational needs and/ or disabilities as she recognises her passion in supporting all children to thrive will benefit from her engaging in further training and study. The childminder engages well with other professionals. She works with outside agencies to support the learning and development of children in her care and follows support plans they provide to promote progress. For example, she follows teaching strategies to build children's speech and language skills. The childminder constantly assesses the impact of the teaching and learning experiences provided. She makes tweaks as needed to build further on

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Leadership and governance Expected standard

children's interests and support next steps in learning.

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Leadership and governance Expected standard

The childminder works well with parents and carers. Her communication with them at the start and end of each day is comprehensive and helps build a shared understanding of a child's experiences. The childminder informs parents about how to further support learning and development at home. The childminder monitors and supervises the care and learning experiences any assistants provide and ensures they are consistent in their setting of expectations for behaviour and participation. They build on each other's strengths well to support the learning and care experiences of children in their care.

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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 feel happy and safe in the care of the childminder. Children demonstrate a real sense of belonging at the setting and show confidence as they thoroughly enjoy playing with activities of their choosing. Children eagerly engage in imaginative play. They make cups of

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Inspector:

Shirley Evel 'tea' for the childminder and balance cups carefully as they present them to her. They beam at her delight as she thanks them. Children show kindness and care towards each other. The childminder models respectful relationships as she speaks kindly and offers support. Children follow her example, showing thoughtfulness towards friends as they play and learn. For example, as children create fruit tea and find it tricky to juice fruits in a juice press, they offer help to each other and work together to succeed, as one child holds the fruit in place and the other squeezes the juice out. Children receive support from the childminder as they solve problems in their play. For example, when younger children find balancing a problem, as they get in and out of ride-on vehicles, the childminder helps steady the vehicle and praises children as they succeed with their aim and ride away.

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Inspector:

Children enjoy daily fresh air. They visit local parks and woodlands and enjoy playing in the garden where they grow in independence and perseverance as they play. Children develop physical strength, control, and coordination as they balance on animal bouncers. Younger children learn to balance safely with the childminder's support and older children enjoy chatting with her about their horse-riding hobby as they bounce past her on a unicorn bouncer. Children engage excitedly as they chat about their experiences of riding a real animal stating 'they move faster than this one!'.

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Inspector:

The childminder works well with families. This builds consistency in care and a shared understanding of children's progress. The childminder understands the importance of children attending. When children are absent, she is quick to communicate with parents and carers to check on children's welfare and help them return as soon as they feel better.

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Next steps

The childminder should further promote children's knowledge and skills in the importance of healthy habits for keeping safe in the sun. The childminder should encourage further opportunities for children to develop strong bonds with any assistants that work with her, to best promote children's wellbeing.

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About this inspection

The inspector spoke with the childminder and her assistant 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 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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