Childminder

Childminder

Unique reference number (URN): 2780384 Registered with Ofsted: 04/04/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations of children's behaviour. She uses highly effective strategies to support individual children, including those with special educational needs and/or disabilities. Gentle and clear explanations support children's positive behaviour. The childminder models patience and empathy. As a result, children's behaviour is exemplary. They demonstrate high levels of patience and respect as they listen to each other during play and mealtimes.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides an inclusive environment where children feel valued and safe. Children follow embedded routines. For instance, they clear their plates away and use their manners without needing prompts. The childminder understands the importance of regular attendance. She monitors children's attendance and works with parents to remove barriers that children may have to this. This ensures that children benefit from regular attendance.

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Behaviour, attitudes and establishing routines Strong standard

The positive out-of-school environment promotes children's engagement and curiosity. Through everyday routines and carefully considered language, the childminder maximises every interaction to extend children's thinking and understanding. Children of different ages enjoy playing games and talking together. They talk about what they have learned at school and ask each other questions about the topic. Children are motivated to join in. When completing sticking activities together, the childminder asks if any of the pictures of birds 'take their fancy'. One child responds that they think they are all 'marvellous' before selecting one to complete. They show positive attitudes and are eager to complete the activity with the childminder.

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Children's welfare and wellbeing Strong standard

The childminder places a high importance on a stable and supportive emotional environment. She recognises that this is key to children's emotional wellbeing. This is at the heart of all her care and practice. The childminder's respectful and skilled interactions create a safe and welcoming space. All children, including those with special educational needs and/or disabilities (SEND), feel that they belong.

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Children's welfare and wellbeing Strong standard

Children have daily access to the safe outside space. The childminder provides a wide range of equipment which supports children to develop their physical skills and a love of nature. Children refill the bird feeders and talk with the childminder about why the bird feed has fallen off the hook in the heat. The childminder invites the children to think about where they could place it for the birds. She asks questions to encourage children's problem-solving and critical-thinking. For example, together they wonder and discuss why the birds are not visiting the garden for the bird feed. Children respond, sharing their thoughts and ideas. They confidently understand and demonstrate the importance of caring for the birds and animals. Children follow embedded hygiene routines. For instance, they wash their hands independently before snack and after touching the bird feed.

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Children's welfare and wellbeing Strong standard

Children are offered a range of healthy choices. Mealtimes actively promote children's independence and provide a positive social experience where all children are included. The childminder is aware of children's individual food preferences. She carefully plans meals and prepares food to support children's individual needs, therefore reducing potential barriers for children with SEND.

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Inclusion Strong standard

The childminder identifies children's needs quickly and accurately, using transition visits to collect essential information about the children. She uses this detailed knowledge to skilfully adapt the support she provides. This means that all children, including those with special educational needs and disabilities (SEND), receive high-quality support. The childminder links closely with parents and the local primary school. This regular communication ensures that the care and practice children receive is coordinated and highly responsive. The childminder uses her in-depth knowledge of the children to identify barriers to their wellbeing. For example, she recognises when children may be a little quieter during mealtimes. She then provides sensitive interactions to ensure that all children feel included.

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Inclusion Strong standard

The childminder has a deep understanding of the children with SEND. She undertakes professional development specifically targeted to the children in her care. For example, she completes reading and research designed to help her enhance her skills and knowledge. In close partnership with parents, the childminder implements highly effective strategies to support children's emotional wellbeing. For instance, she plans key transitions with meticulous thought and coordination with parents. Therefore, children with SEND have time and feel prepared to transition at home time. Parents comment positively on the support and advice that the childminder provides.

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Leadership and governance Strong standard

Children and families are at the very heart of this childminder's practice. She is dedicated to creating a warm and nurturing environment which positively promotes children's emotional wellbeing. The childminder demonstrates a clear commitment to providing high-quality before- and after-school care for all children, including those with special educational needs and disabilities (SEND). She provides highly inclusive opportunities which support all children to make excellent progress. The childminder's skilled and sensitive interactions ensure that all children feel safe, valued and understood.

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Leadership and governance Strong standard

The childminder constantly evaluates her own care and practice, in order to drive improvements. She is highly reflective and undertakes additional reading to improve her knowledge and strengthen her practice. For example, she has recently carried out research to deepen her understanding of SEND. As a result of this reflective practice, the childminder provides consistently effective interactions which enable her to offer particularly responsive support for children with SEND.

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Leadership and governance Strong standard

The childminder seeks advice from her local authority early years adviser and values the support and guidance they provide. She continually evaluates the activities she offers and uses her extensive knowledge of the children to plan exciting experiences. This ensures that every child benefits from carefully considered opportunities based around their interests.

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Leadership and governance Strong standard

The childminder puts highly effective strategies in place to reduce barriers for children with SEND. Transition arrangements are planned with care and provide high attention to detail. She understands the importance of transitional objects to support children's emotional wellbeing and identifies when children would benefit from additional transition time. The childminder maintains regular communication with the local school and families, so that everyone has a shared, coordinated approach to supporting children with SEND. Parents comment on how much their children love attending the setting. At home time, children are keen to stay and finish their activities. Parents are overwhelmingly positive about the care provided and the support the childminder offers.

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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 thriving and settled in the childminder's calm and caring out-of-school provision. The childminder places a high priority on children's emotional well being. She is consistently responsive to their individual needs, including children with special educational needs and/or disabilities. Families receive settling-in sessions before starting at the setting. The childminder invests time and care, getting to know the children. This ensures that she understands their unique needs and interests. As a result, children and families build strong, trusting relationships from the start.

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

Children enjoy learning about nature. They feed the birds and talk about the names of the birds they can see through the telescope. Children use reference books to look up information and research which bird they have seen. They are developing their independence and confidence. Children feel safe and valued as their childminder listens and responds attentively. She actively and skilfully responds to individual children. This helps them to feel understood and heard.

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

Children's behaviour is consistently excellent. They play cooperatively and complete activities together harmoniously. They build positive relationships with each other and their childminder. Children take turns during mealtimes and when talking to each other. They demonstrate high levels of care and attention for what each other is saying. The childminder is an excellent role model. Her calm interactions support children to learn how to be patient and tolerant. As a result, children are kind, caring and respectful to each other.

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

The childminder plans activities around children's individual interests. Children love attending the setting and eagerly continue playing when it is time to go home. The childminder recognises and values that all children are unique individuals and have different needs. She uses this information to provide bespoke support. Any barriers to children's wellbeing are swiftly identified and removed. Children flourish in the childminder's nurturing care.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's wellbeing.

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About this inspection

The inspector spoke with children, the childminder and parents 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:00,Friday : 07:30 - 09:00

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About this setting

Local authority: East Riding of Yorkshire

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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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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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