Schreiner, Rachel Ann

Childminder

Unique reference number (URN): 2793132 Registered with Ofsted: 30/08/2024 Registers: EYR

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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

The childminder consistently prioritises children's safety and wellbeing. She adapts daily plans and routines to accommodate children's immediate needs, helping to maintain their good health and welfare. For example, she ensures children and babies sleep and play in the coolest room during extremely hot weather and continues to monitor the room temperature and babies' level of hydration appropriately.

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Children's welfare and wellbeing Strong standard

The childminder maintains robust policies and procedures that support children's wellbeing and welfare. She ensures children's needs are at the centre of her provision and works very closely with parents and carers to help establish and promote continuity at home and in her provision. For example, she sensitively supports parents in aspects of care, such as weaning. The childminder ensures children receive a balanced and nutritious diet. This helps children establish a healthy attitude towards their own diet and wellbeing as they grow.

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Children's welfare and wellbeing Strong standard

The childminder embeds highly effective strategies and routines that help children identify and begin to regulate their emotions. From a very early age, the childminder introduces words that relate to feelings and uses songs and stories that help children recognise these in themselves and later in others. The childminder is a positive role model for children, consistently demonstrating kindness and respect which contribute to the calm and nurturing environment in which she cares for and teaches children.

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Achievement Expected standard

Children typically make clear progress in their learning and development. By the time they leave for nursery or school they have the skills they need to help them independently carry out routine care tasks, such as dressing and using the toilet. From a very early age they learn skills and acquire language to help them express how they feel and what they need. For example, babies quickly pick up on Makaton signs the childminder routinely uses while she talks to them. This helps to enhance early communication and allows children as they grow to communicate with others who use Makaton as a significant part of their communication methods.

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Achievement Expected standard

Children and babies are inquisitive, enthusiastic learners. They typically relish the wide range of activities they experience both inside and outside. They regularly attend organised groups and soft play centres to enable them to socialise with others and build physical strength and skills. From a very young age, children begin to establish an understanding of social rules, such as turn-taking. For example, babies purposefully push cars to the childminder and wait for her to return the vehicles to them. They giggle when the car stops near them before they enthusiastically send it back to the childminder.

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Achievement Expected standard

Babies have time to begin to practise self-care tasks. For example, they work out how to use a spoon to successfully feed themselves. They sit in their high chairs under the close supervision of the childminder, who gives encouragement during babies' persistent attempts not to drop the food. This helps to establish a 'can do' attitude to aid independent exploration and learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents and carers to help her gain a clear understanding of routines and care practices that children experience at home. This helps the childminder plan and establish daily routines within her setting that offer consistency and familiarity to help babies and children quickly settle in her care. Regular discussions with parents typically help the childminder to adapt routines as children grow. Parents welcome the two-way flow of information to aid their own parenting decisions when necessary, such as stages of weaning and introducing toilet training. The childminder holds discussions around children's regular attendance and has processes in place to follow up any unexpected absences. This contributes to the childminder's focus on supporting children's welfare.

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Behaviour, attitudes and establishing routines Expected standard

Children typically behave well in the childminder's care. From an early age, they begin to understand the consistent rules and expectations the childminder promotes. As they grow, children develop an understanding of why rules are in place, such as when and how to stroke family pets.

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Behaviour, attitudes and establishing routines Expected standard

The childminder introduces language relating to feelings and actions right from the start. She uses resources, such as books, to help illustrate emotions to help children identify and learn how to react and manage their feelings in different situations. The childminder values the importance of co-regulation to nurture and respect children's feelings, helping to promote positive behaviour and attitudes towards others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages babies and children to explore and begin to take age- appropriate risks in their play. This helps to foster a general desire to explore and experiment, leading to greater understanding and knowledge.

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Curriculum and teaching Expected standard

The childminder follows children's interests to help trigger their curiosity and learning. She uses her observations and knowledge to help assess children's progress and gain a general understanding of what they need to know and understand next. The childminder builds a curriculum that typically reflects the developmental needs of individuals in her care. For example, she introduces babies to bright picture books, sings songs and rhymes with them and clearly pronounces words and phrases for babies to pick up on sounds, rhythm and words. The childminder gives babies time to respond with babbles and recognisable sound, helping them establish the foundations for speech and language.

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Curriculum and teaching Expected standard

The childminder purposefully takes babies and children to organised groups and places, such as soft play areas, where they continue their learning in different ways. For example, babies meet others of a similar age. They watch and imitate the movements and the sounds they hear. This contributes to their developing social and physical skills. The childminder provides experiences that typically build on what children know and can do. She supports children to develop the skills they need for the next stage of their education. However, she has not yet fully embedded teaching practices to consistently promote children's focused next steps in learning that she typically identifies.

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Inclusion Expected standard

The childminder routinely uses her observations of babies and children to help her make well-informed plans to help structure her curriculum. She purposefully plans outings that aid children's progress and close any emerging gaps in learning, typically providing valuable opportunities that enrich children's experiences. The childminder has a clear understanding of the barriers children who have special educational needs and/or disabilities might face. She identifies how to break learning down into achievable next steps, allowing time for repetition and consolidation. The childminder uses a variety of resources and strategies to help children build on what they know and understand. She works closely with parents, carers and relevant professionals to help ensure her teaching and support are effective. This enables all children to access learning in ways that are appropriate and meaningful.

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Inclusion Expected standard

The childminder recognises the importance of communication and language. For example, she introduces Makaton signs to all children. This helps children to communicate and express themselves in different ways within her safe and well-resourced provision. The childminder has a sound understanding of how to allocate any additional funding children may receive to help close gaps in their learning.

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Leadership and governance Expected standard

The childminder values the positive relationships she establishes and maintains with parents and carers. With their input, she identifies children's starting points to help implement individual learning and care needs. The childminder is committed to support all children in their progression. She demonstrates a clear understanding for supporting children who have special educational needs and/or disabilities (SEND). The childminder reviews her regular assessments of children's progress to help identify any emerging gaps in their learning. When concerns arise, the childminder understands the importance of working closely with parents and professionals to put appropriate strategies in place. This helps ensure children receive consistent and coordinated support.

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Leadership and governance Expected standard

The childminder receives regular updates form the local authority and other professional organisations to help keep her knowledge of relevant legislation current. She networks with other local childminders to exchange ideas and information to support professional development. The childminder accesses training courses both online and in person. This includes building on her already solid knowledge around SEND. However, she has not yet focused her professional development to help her strengthen the ambition and progressive challenge of her curriculum in highly successful ways.

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

Children enjoy the time they spend with the nurturing childminder. They happily explore the environment, choosing the resources that they like and are interested in. They sit with the childminder who interacts and guides them in an age-appropriate way, helping babies sustain their concentration well. They repeat simple tasks and movements they are learning and pause to see and hear the childminder's reaction, taking delight in the enthusiastic praise they receive. For example, babies work out how to place hoops on to the trunk of an electronic elephant. They look up at the childminder when she claps and cheers and quickly find another ring to repeat what they did. Over time, babies typically become more proficient in their playful movements and begin to recognise cause and effect and two-way communication.

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

Children and babies form strong bonds with the childminder. They typically seek comfort when they are tired or upset and respond positively to the reassurance and encouragement they receive. In turn, babies and children feel safe and secure. For example, when babies meet visitors for the first time, they snuggle in to the childminder's arms. They listen to her comforting words and calming intonation and gradually gain confidence to resume their play. Babies gain eye contact with the childminder, helping to maintain their security and confidence through non-verbal communication. Babies pull themselves to standing and use the strategically-placed resources and furniture to practise their early walking. They pause to play and investigate what they find and begin to balance independently. This helps promote physical development.

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

Families are warmly welcomed. Their contributions help the childminder maintain familiar routines that help settle children. The childminder promotes regular attendance to aid children's continuity in their care and learning.

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Next steps

The childminder should continue to fully embed focused practice that consistently extends children's identified next steps in learning to enhance children's progress even further. The childminder should access more targeted professional development to further enhance her understanding of how to deliver an ambitious and progressively challenging curriculum.

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About this inspection

The inspector spoke with the childminder and children and parents during the inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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3

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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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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