Childminder

Childminder

Unique reference number (URN): 2586518 Registered with Ofsted: 20/08/2020 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 typically make progress from their starting points across all areas of learning. This includes children where there are barriers to learning or those who speak English as an additional language. Children develop their independence as they make choices about what they would like to play with. They generally show interest in the range of resources and activities available to them.

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Achievement Expected standard

Children make progress in their communication and language as they interact with the childminder and others during play and in everyday interactions. They attempt to repeat single words or babble in conversation, and listen carefully and respond to simple instructions. Children develop their early mathematical understanding as they hear numbers, counting, colours and shapes in their interactions with the childminder.

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Achievement Expected standard

Children make the most of opportunities to be outside to develop their large-muscle skills, including learning to walk, run and climb. Their small physical skills are enhanced as they push lollipop sticks into play dough or press and squash the dough flat. Children move around the childminder's home with growing confidence, control and enjoyment.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically helps children to understand their day as she reminds them sensitively about routines. This helps support calm transitions. She uses visual timetables and objects to help those children who cannot yet speak to know what is coming next. For example, she shows them their shoes and her rucksack as she tells them they are about to go to the park in the car. Children respond well to this approach and are willing to join in with activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages high expectations and is a positive role model. She speaks to children respectfully, using simple, clear language to support their understanding. Children respond positively to her, smiling and babbling back to her in a conversational way.

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Behaviour, attitudes and establishing routines Expected standard

Children engage in simple routines such as snack time and tidying away toys. This helps them begin to understand daily expectations and develop their independence. Children play generally well alongside others and are starting to show care and empathy at a young age. The childminder encourages this by reminding them about taking turns when using resources and giving children the words to help them begin to recognise feelings and emotions.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely and flexibly with parents to promote regular attendance. She offers care early to fit in with parents' work patterns and ensure that children enjoy a healthy breakfast before the day gets going. This supports continuity in children's learning and helps them settle into familiar routines.

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Children's welfare and wellbeing Expected standard

Children enjoy a close relationship with the caring childminder. They are happy and settled in her care. Children reach out to her for reassurance, guidance and cuddles, which are given instantly. The childminder takes time to understand children's individual needs, including sleep routines and feeding. She works closely with parents to get this right. This helps to ensure that daily care practices are consistent and meet children's needs.

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Children's welfare and wellbeing Expected standard

Children benefit from consistent routines that support their health and hygiene. They begin to know about personal care, for example, as the childminder talks with them about the importance of handwashing. The childminder supervises children closely during mealtimes. She encourages children to feed themselves and helps them when they need it. She successfully creates a social time, which helps them to develop appropriate eating habits. The childminder provides parents with information about healthy food choices and the importance of a balanced, nutritious diet.

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Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities for physical activity, both indoors and outdoors. They enjoy frequent opportunities to enhance their physical skills during outings to the park or on walks to and from the local school. The childminder is mindful of children's privacy and dignity during personal care routines. She follows appropriate hygiene procedures and ensures that children feel comfortable.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that supports all children's progress and interests. She uses observations and her knowledge of child development to encourage children to build on their learning. She typically incorporates learning opportunities into everyday play and routines. There is a focus on real experiences, particularly in the outdoors and the local community. However, children do not always have opportunities to extend their curiosity, creativity and interests and explore ideas in unstructured, natural play.

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Curriculum and teaching Expected standard

The childminder nurtures children's communication and language development. She uses clear words in simple sentences so that young children can associate words to actions. She introduces new words as she describes children's play. For example, as children press their fingers in the play dough, she comments, 'push', 'squash' and 'press'. She encourages children's early mathematical understanding as she points to the lollipop sticks in the dough and counts out '1, 2, 3'. This helps children make generally secure progress in their development.

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Curriculum and teaching Expected standard

The childminder typically follows children's interests to maintain their engagement and to support their individual learning needs. She understands how to support children where there are barriers to learning, or children with special educational needs and/or disabilities. She makes sure that she knows children well, which enables her to adapt her provision accordingly.

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Inclusion Expected standard

The childminder ensures that all children are valued and welcome in her setting. She typically gets to know children and their families well so that she can sensitively support their needs. The childminder adapts her interactions to support children's communication, including children who speak English as an additional language. She uses visual prompts and their home language to help children understand and join in with play activities.

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Inclusion Expected standard

The childminder finds out about what children can do right from the start. She typically monitors children's ongoing progress and development through observations. The childminder works closely with parents to understand children's needs and to let them know about their children's ongoing development.

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Inclusion Expected standard

The childminder understands, through previous experience, how to support children with special educational needs and/or disabilities (SEND). She accesses relevant training and has a range of information available. She understands how to access advice and guidance from other professionals to support children with SEND when required.

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Inclusion Expected standard

The childminder helps children learn about their own and different cultures and traditions through planned activities and experiences in the local community, including a diverse range of celebrations and festivals. This helps children feel included and develop an understanding of their place in the wider world.

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Leadership and governance Expected standard

The childminder has clear aims for her provision and what she wants the children to learn. She keeps a sharp focus on children's physical development and health, their emotional needs and their communication and language. She reflects on her own practice and adjusts routines and activities to support her own and children's wellbeing. Overall, the childminder demonstrates a clear understanding of her provision, where children are supported to learn and develop appropriately.

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Leadership and governance Expected standard

The childminder uses her knowledge of children's development and ongoing observations to plan a range of activities for children. She makes sure her environment includes toys and resources that generally engage children and encourage them to play.

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Leadership and governance Expected standard

Since her last inspection, the childminder has taken positive steps to further improve her safeguarding knowledge and understanding and has attended training to support her professional development. She accesses relevant training for other aspects, such as safer sleep, safe eating and food hygiene. Additional focused training and professional development in child development, specifically for babies and children aged under 3 years, would further enhance outcomes for children.

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Leadership and governance Expected standard

The childminder maintains a professional, two-way communication with parents. She makes sure they know about what their children are doing while in her care. She offers a range of support and advice and is flexible in her provision to support their work.

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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 happy and comfortable in this homely environment where they feel safe and secure. The childminder builds warm and caring relationships with children and responds sensitively to their individual needs. This helps children settle quickly and develop confidence in their surroundings.

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

Children benefit from consistent routines throughout the day, which helps them understand what happens next and supports their emotional wellbeing. The childminder plays alongside children during activities and daily routines, offering reassurance and encouragement. She

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About this setting

models how to play with resources, for example as she shows children how to press and mould the play dough. Her calm and attentive approach helps children feel comfortable and confident to take part.

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About this setting

Children enjoy a range of familiar activities that support their learning and development. They roll small toy cars and trains along the floor, noticing the movement back and forth. They explore shape and colour in resources as the childminder draws their attention to these as they play together. Children attempt to repeat single words or babble in conversation frequently through the day. They listen carefully and respond to simple instructions, such as putting toys down and heading towards the front door to go on a trip out. Children develop independence as they use cutlery with increasing skill and have a go at feeding themselves at breakfast time.

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About this setting

Children actively engage in physical play that supports their coordination and movement as they explore local parks and open green spaces. Regular outings in the local and wider community provide children with further opportunities to experience different environments and develop their social skills. Consistent attendance supports continuity in children's learning and development. Children are happy, settled and confident, show positive attitudes towards play and learning, and engage well in daily routines and activities.

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Next steps

The childminder should increase the opportunities for children to extend their curiosity and interests and explore ideas in unstructured, flexible play. The childminder should build on her professional development opportunities to enhance her knowledge, understanding and skills to ensure the very best outcomes for children's development and progress.

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About this inspection

The inspector spoke with the childminder and the children 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. Unique reference number (URN): 2586518

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 16:30

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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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