Childminder

Childminder

Unique reference number (URN): 2758103 Registered with Ofsted: 23/01/2024 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 typically develop age-appropriate knowledge and skills across all areas of learning and development. Children communicate confidently during play and daily routines and use growing vocabulary to express their needs, interests and ideas. They listen to stories with interest and develop early mathematical understanding, through counting, sorting and practical experiences. Children develop independence and confidence through daily routines and play. For example, they help to prepare the table for mealtimes. Children enjoy regular outdoor play, which supports their physical development and overall wellbeing. They develop coordination, strength and confidence, through activities such as running, climbing and balancing. Overall, children including those with special educational needs and/or disabilities make appropriate progress from their starting points are well prepared for their next stage of learning and development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a learning environment that is positive and nurturing. She has high expectations for all children and helps them to develop respectful relationships. Children build positive relationships with the childminder and they show confidence in her care. The childminder offers cuddles, comfort and reassurance as needed and supports children's emotional development. Children play happily with each other.

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Behaviour, attitudes and establishing routines Expected standard

The childminder gets to know children very well and works closely with parents and carers to support children's regular attendance. She appreciates the importance of monitoring and encouraging this so that children benefit from consistent routines and the experiences that she provides. The childminder uses gentle modelling and interactions with children to support cooperative play and positive relationships. For example, children are encouraged to say 'thank you', when receiving help. They practise turn-taking during games and when using shared tools. When minor conflicts arise, the childminder gently guides children to resolve them and reinforces polite and considerate behaviour. she actively encourages older children to be role models for younger children. The childminder understands child development well and applies this to her expectations. She has an inclusive attitude and adapts her approach to indevidual children.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are central to the ethos of this setting. The childminder builds sensitive relationships with children so that she can meet their individual needs. For example, care routines are adapted in line with children's experiences at home. Children demonstrate that they feel safe and have a secure sense of belonging in the childminder's home. The childminder is sensitive and supports children's emotional wellbeing. Young children get plenty of cuddles, reassurance and develop positive self-esteem.

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Children's welfare and wellbeing Expected standard

Children are typically supported to develop independence skills through daily routines, including tidying resources, preparing snacks and using simple tools. Regular outdoor play contributes to their physical development, coordination and confidence. Sleep routines are supervised closely to ensure children's safety. Mealtimes are a social event, where adults and children talk animatedly, while eating a freshly prepared meal. The childminder works in partnership with parents and carers to find out about weaning and food preferences. Children learn what keeps their bodies healthy.

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Curriculum and teaching Expected standard

The childminder has clear curriculum priorities that reflect the needs of the children and families she works with. She understands the importance of learning through play and designs experiences that build on children's interests, experiences and stages of development. For example, children regularly have opportunities to play and engage with other children at local playgroups. This supports children to develop independence, and supports their personal, social and emotional development.

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Curriculum and teaching Expected standard

Teaching is typically effective. The childminder extends children's early mathematical knowledge through practical activities, such as counting, sorting and comparing, during everyday routines. She prioritises physical development through daily experiences, such as climbing on the equipment outside, that build confidence and independence. The childminder uses conversations, stories and everyday experiences to support children's learning. However, on occasion, the childminder does not pitch interactions at the right level for children's age- and stage-of development, and younger children struggle to build on what they already know and can do. For example, she asks younger children questions in quick succession, and they are not always able to answer.

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Inclusion Expected standard

The childminder identifies children's needs through close observation, ongoing assessment and regular communication with parents and carers and other settings that children attend. She uses this information to understand what children know, can already do and what they need to learn next. Activities, routines and interactions are adapted to help children access learning and make progress from their starting points.

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Inclusion Expected standard

The childminder understands the importance of identifying children who may be disadvantaged or face barriers to their learning and/or wellbeing. She knows how to reduce any potential barriers, and where more specialist support is needed, she understands the routes to access this. The childminder ensures that all children access their full entitlement to early education.

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Inclusion Expected standard

The childminder has some experience of working with children with special educational needs and/or disabilities (SEND). However, she has not focused her professional development on gaining a deeper understanding of her role and local processes to support children with SEND even further. She has identified some training opportunities to enhance her practice supporting children with SEND in the future she has not yet begun this training.

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Leadership and governance Expected standard

The childminder is passionate about, and committed to, her role. She has developed her home and practice to meet the needs of the children in her care. The childminder liaises with professionals from the local authority for training and information. She forms links with other childminders to share and extend ideas and good practice. Partnerships with parents and carers are effective. Parents value the level of care and attention their children receive. They recognise that their children's social skills have developed over their time with the childminder.

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Leadership and governance Expected standard

The childminder stays up to date about changes to regulations and best practice, which she implements effectively. For example, the childminder has reflected, reviewed and enhanced sleeping arrangements for children to reflect safe-sleeping guidance. The childminder is reflective of her practice and has high expectations for her setting. She takes time to reflect on what went well and what she could have done better, each day, for instance. She plans to equip herself with the skills and knowledge to better support children with special educational needs and/or disabilities. The childminder ensures that any assistants she works with are supported and have the knowledge they need to carry out their roles effectively. The childminder is mindful of their wellbeing and workload.

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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 that they belong, in an environment where they feel safe, welcomed and valued. The childminder provides warm, responsive interactions, helping children to enjoy their learning and engage in activities that reflect their interests. For instance, children show sustained interest as they explore sensory materials, such as paint and dough, demonstrating curiosity and enjoyment. The childminder works closely with parents and carers to understand children's individual routines and interests. As a result, children are well supported and make steady progress.

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

Children spend time in the local community. They enjoy a variety of trips to the shops, library and community gardens. Children's physical development is well supported and they are confident to move in a range of ways. The childminder reads stories to children, appropriate for their age. Children are interested in certain pages and the childminder stops to discuss these further with them. Babies and young children listen and concentrate for suitable periods. Children join in with the childminder's routines, starting to understand these as they tidy away some of their toys.

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

The childminder gets to know children well from the start. This means that each child has their individual needs met and they form secure bonds with the childminder and other children in the setting. Children receive lots of praise and encouragement, which helps them to feel valued and develop their self-esteem and confidence. Children's social skills are promoted appropriately for their age. The childminder establishes effective partnerships with parents, ensuring they understand the importance of regular attendance.

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

Children benefit from a broad curriculum that covers all areas of learning. She understands what children already know and can do and what they need to learn next. This supports

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday : 08:00 - 18:30

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About this setting

Local authority: Newham children, including those with SEND or those who face other barriers to learning, to make their own individual progress.

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Next steps

The childminder should allow children more time to share their knowledge, think their ideas through and respond to questions, to maximise their learning. The childminder should develop professional expertise and knowledge to help support children with special educational needs and/or disabilities even further.

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About this inspection

The inspector spoke with the childminder and children, and reviewed feedback from 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.

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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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