Childminder

Childminder

Unique reference number (URN): 2785269 Registered with Ofsted: 29/04/2024 Registers: EYR, CCR

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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 generally achieve well from their starting points, making progress across all areas of learning. This ensures children acquire the skills they need for their next stage of development. Children use their physical skills well to negotiate space, and show confidence when using different tools in the sand. They count caterpillars up to 10, and use language based on concepts of measurement such as 'empty'. Children demonstrate their emerging early mathematical knowledge. Children communicate well and speak clearly about their views, choices and experiences. Children use new words and describe the texture of things, such as the softness of the leaves on their growing pumpkin plants. They develop awareness of the seasons as they explain that pumpkins are 'Autumn seeds'. Children notice things within the environment, showing curiosity and wonder. They engage in problem-solving, as the childminder helps them to think about why the bucket with a hole in

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Achievement Expected standard

it would not hold water. The childminder recognises that more opportunities for children to deepen their knowledge of healthy lifestyles will further support their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour and helps children to know what is expected of them. For example, they know that they have to use 'kind hands' with their friends and 'walking feet' when they are inside. The childminder has adapted these expectations as children have become older to suit their needs, ages and abilities. She is an excellent role model for children, and they respect and value her. Children show kindness and awareness of others as they talk about butterflies and say 'I need two, one for me and you'. The childminder helps children to develop their turn-taking within larger groups of children during their visits to 'rhyme time' or local toddler groups.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate their focus and engagement in the activities they choose, developing positive attitudes towards their learning. The childminder knows children well and uses this to help them remain engaged through her use of questioning and participation. Children form secure relationships with the childminder and seek her out for reassurance or support when needed.

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Behaviour, attitudes and establishing routines Expected standard

The childminder uses positive interactions with children to support smooth transitions between activities. As a result, children move naturally from one experience to the next, helping to create a calm and purposeful learning environment. The childminder recognises that further developing partnerships with other settings children attend will help to provide more personalised and consistent transitions for individual children. The childminder helps parents and carers to understand the importance of regular attendance in supporting children's future routines, including school.

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Children's welfare and wellbeing Expected standard

Through positive partnerships with parents and carers, and trusting bonds with children, the childminder has developed a secure awareness of children's individual needs. She works closely with parents to adapt routines when things change. For example, the childminder supports any new sleep routines and toileting, adapting daily routines to support this. She places high focus on helping children to develop awareness of their personal safety. Children build on their water confidence and understanding of safety through regular swimming visits. The childminder discusses during a story how some birds have sharp beaks and how we should not touch these. Children listen attentively, showing their focus on the conversation.

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Children's welfare and wellbeing Expected standard

Children develop a good understanding of healthy lifestyles through consistent hygiene routines, including washing their hands after using the toilet and before eating. The childminder works in partnership with parents to encourage lunch boxes that support healthy eating. Children confidently talk about their favourite fruits, such as blackberries. The childminder also promotes good oral hygiene by encouraging children to brush their teeth after breakfast. While healthy lifestyles are promoted well, the childminder does not always explain how healthy choices benefit children's bodies. As a result, children's understanding of the reasons for healthy choices is not fully developed.

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Children's welfare and wellbeing Expected standard

The childminder recognises and is attentive to children's emotional wellbeing. She recognises the importance of daily fresh air and how this creates an outlet for children's energy, supporting their focus and regulation. She implements discussions around how children are feeling when they arrive, so children can build on their confidence to talk about how they feel.

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Curriculum and teaching Expected standard

The childminder has developed a curriculum that enables children to lead their own learning through a playful and stimulating environment. She provides a range of opportunities that typically help children to build on their skills and broaden their knowledge. The childminder uses interactions skilfully during spontaneous learning moments to target what children need to learn next. This prepares children well for their next stage of learning, including school. For example, while sharing a book, the childminder encourages children to count animals and uses comparative language to explore size. This helps children to build on what they already know. Children make progress across all areas of learning. However, the childminder has not yet fully embedded procedures to ensure effective sharing of information with other settings children attend. This does not support consistency in children's learning and development.

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Curriculum and teaching Expected standard

The childminder helps children to build their vocabulary by providing opportunities for them to revisit their learning, helping them to recall their experiences. For example, they discuss previous pantomime trips and children's home experiences from the weekend. This prompts back-and-forth conversations and helps children to become confident communicators. Children listen to stories, repeat familiar phrases and use new words they have recently learned, such as 'Heron'.

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Curriculum and teaching Expected standard

Children develop confident physical skills as they climb up and down small steps in the garden. They use their smaller skills to pour, scoop and dig in the sand. They have daily access to outside and enjoy walking, exploring the local area. The childminder provides activities such as swimming as part of her curriculum. This teaches children valuable life skills, such as water safety.

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Inclusion Expected standard

The childminder gathers information from parents and carers when children start to help inform their starting points for learning. She uses observation and assessment well to monitor children's learning regularly. If the childminder has concerns about children's development, she knows to share these with parents. She understands the importance of involving other professionals to support children's individual needs. The childminder demonstrates knowledge of how to use additional funding, when received, to provide specific support for those children whom it should benefit. In addition, the childminder would seek out relevant training based on children's individual needs and build upon her knowledge of special educational needs and/or disabilities.

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Inclusion Expected standard

The childminder uses ongoing monitoring to help ensure the environment is tailored to the individual needs, age and abilities of children. For example, she has adapted the outside environment to extend learning and curiosity for older children. This ensures children's needs are met, and they access an inclusive and varied curriculum that suits their abilities.

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Leadership and governance Expected standard

The childminder manages her workload well to create a healthy balance supporting her wellbeing. This impacts positively on the quality of care and learning children receive. She understands the importance of building on her own knowledge and has recently completed training on emotional development. This has helped the childminder to learn new strategies that support children who may face separation anxiety. The childminder keeps herself updated with recent changes to legislation, including safer sleeping, and ensures her provision is meeting these requirements. The childminder strives to provide the highest quality of care and education for children and families. She makes decisions based on the best interests of children.

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Leadership and governance Expected standard

The childminder has a clear understanding of her curriculum and regularly reflects on her practice. She adapts and makes changes based on children's interests and daily routines. However, she is yet to reflect, evaluate and identify effective ways to work with other settings children attend to provide more consistency for their learning and development.

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Leadership and governance Expected standard

The childminder plans an array of exciting opportunities for children within the local community. They visit local parks, theatres and enjoy short trips on the train to local storytelling sessions. Parents comment on the noticeable skills children have developed through these opportunities including, social interactions, confidence and communication.

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

Children demonstrate self-confidence as they keenly explore the homely environment the childminder has created. They happily engage with the childminder and enjoy sharing their experiences from home, showing that they feel safe and emotionally secure. Children benefit from caring relationships, purposeful interactions and enriching experiences. The childminder provides warmth and respect, and values children's opinions and views. This helps children to feel a strong sense of belonging, enabling them to flourish in the setting and achieve well. Parents and carers report that the childminder consistently shares information and provides support for families when needed.

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

Children achieve well and make steady progress from their starting points. They show a positive attitude towards their learning and engage well with the activities on offer. Children show curiosity as they freely investigate inside and outside. For example, they observe the 'dinosaur and fairy lands', spotting the animals and the 'smooth pebbles'. Children discuss with the childminder where they collected the pebbles from, this helps them to remember and embed their learning experiences. The childminder adapts the environment well to suit the ages and abilities of children. Children are well prepared for their next stage of learning. Although the childminder does not currently care for any children with special educational needs and/or disabilities, she shares her knowledge and understanding of how to implement and acquire support when needed.

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

Children develop their independence through the consistent daily routines. For example, they take off their shoes, wash their hands and make their own choices. Children's safety

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:00

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About this setting

Local authority: Wiltshire and welfare is promoted well. Furthermore, children's attendance and punctuality is monitored. This helps parents to begin to develop children's positive habits for the future.

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Next steps

The childminder should strengthen partnership working with other early years settings children attend to support smooth transitions, promoting their care and learning more consistently. The childminder should provide more learning opportunities for children to deepen their knowledge of the impact of healthy and unhealthy choices on their bodies.

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About this inspection

The inspector spoke with the childminder and children during the inspection. Parents shared their views with the inspector 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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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. 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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