Childminder

Childminder

Unique reference number (URN): 2795924 Registered with Ofsted: 22/07/2024 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

All children develop confidence and are motivated learners. They make choices in their play and focus well. Children make progress from their starting points in all areas of development. They learn new vocabulary as they sit with the childminder and share stories regularly. Children thoroughly enjoy books and enjoy pointing at objects of interest in the pictures. Children are confident asking for support as needed, but they persevere well when facing challenges in their play. For example, as children build with blocks and their tower collapses, they are quick to rebuild it and clap at their success.

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Achievement Expected standard

Children enjoy playing with small-world farm animals and the childminder helps children to name each animal as they sit them in the hay. The hay is dried pasta though and this puzzles older children when the childminder refers to it as hay and some children attempt eating it. Children enjoy mark making. Children who are sensory repeatedly put wax crayons in their mouths. The childminder should consider the resources she uses in teaching to ensure they best promote development and achievement. The childminder teaches children early mathematical concepts as they help children count how many ducks are in the water, how many buckets of sand they are carrying and how many vehicle stampers they have in the sand.

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Achievement Expected standard

Children generally develop respect and care for each other. These positive relationships help prepare children for future learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a learning environment that is bustling and productive. She knows children well and builds on their interests. This supports children to view learning as an exciting experience and builds motivation, confidence and engagement. The childminder promotes positive behaviour and children generally understand the expectations. However, at times, children do not receive clear age-appropriate instruction to help them develop respectful relationships and take turns in their play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds strong, supportive relationships with the children she cares for and children clearly feel happy and safe in their care. When children begin at the setting, the childminder devotes time getting to know the families. This means that routines and activities that support and reassure children at home can be mirrored with the childminder.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of children attending regularly and promotes this with parents. She is proactive in contacting parents if a child does not arrive as planned. If children are ill, the childminder supports their return to the setting again once well.

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Children's welfare and wellbeing Expected standard

The childminder promotes a safe and inviting environment. She prioritises children's wellbeing and is swift to recognise and meet children's care needs. The childminder provides comfort and reassurance when needed. She has established an effective key- person system and knows children well. For example, she recognises when children are tired and explains that a nap will help them feel much happier and ready to play again.

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Children's welfare and wellbeing Expected standard

The childminder supervises children well to wash their hands prior to eating. She sits with children and chats to them as they eat. Children enjoy and discuss healthy foods at snack time and are interested in comparing the sizes of fruits. They further develop their interest in mathematical concepts as they talk about the size and colours of the fish in the fish tank.

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Children's welfare and wellbeing Expected standard

Children's physical and emotional development are well supported. The childminder helps children to build healthy daily habits for lifelong health, such as spending time in the fresh air while listening to surrounding sounds. Children enjoy listening carefully to birds tweeting and an aeroplane flying overhead. The childminder helps children to notice their own self-care needs. For example, she speaks with children about changing their nappies so they can feel comfortable and dry. Children show great pride in taking their new nappies to the changing station. The childminder speaks with children about keeping themselves safe in the sun by keeping their sun hats on their heads.

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Curriculum and teaching Expected standard

Her curriculum provides children with a wide range of activities and experiences across all areas of learning. The childminder builds strong bonds with children that promote curiosity, progress and wellbeing. The childminder adapts her teaching to promote children's next steps in learning. The childminder monitors children's progress regularly and uses her assessments to build on what children know and can do. Children progress well from their starting points and are supported to develop the skills and knowledge to help them transition smoothly to their next stage of learning. The childminder prioritises building children's personal, social and emotional development, but does not consistently teach children to build respectful relationships and take turns with friends as they play.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language. She sings nursery rhymes with children as they enjoy water play and making plastic ducks bob up and down and float on the surface of the water. The childminder narrates children's play as they enjoy mark making with paint sticks. Staff speak about the colours children select and repeat language children use such as 'fingers', 'circle' and 'flower'. However, the support is inconsistent.

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Curriculum and teaching Expected standard

They promote children's early literacy skills as they sit with babies new to the setting and share stories with them. The childminder speaks with babies about the 'bumpy' part of the picture and the funny sound it makes as she moves her finger over it. The childminder supports children's physical development. Babies are encouraged to crawl by placing objects just out of their reach and praises their efforts. Older children develop core strength and balance as they enjoy climbing on and off ride-on vehicles.

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Inclusion Expected standard

The childminder monitors children's progress well to identify any gaps in learning and development and identify and support children's next steps. Children experience a curriculum that typically meets their individual needs. However, children needing support to build respectful relationships with others do not consistently receive support to develop their knowledge of expected behaviours.

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Inclusion Expected standard

The childminder has a good working relationship with other settings children attend, and local primary schools that children transition to. She works with them to support the growth of shared knowledge of children and any barriers to learning they may have. The childminder knows the children and families she works with well. She identifies when a child is not progressing typically and works effectively with parents to help children receive the right help at the right time.

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Inclusion Expected standard

The childminder has effective transition procedures that help children settle quickly in her care. She seeks information from parents when children start with her that helps her to best meet children's care needs and promote their interests. Parents value the care and learning experiences their children receive with the childminder and appreciate the strong bonds she forms with children that help them feel at home with her. This helps children to thrive. The childminder is reflective and adapts her teaching to meet children's needs. This promotes children's wellbeing. For example, when babies new to the setting find snack time unsettling, she provides them with a quiet space and comforting cuddles, which calms them quickly.

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Leadership and governance Expected standard

The childminder prioritises helping children to feel safe and happy. The relationships she builds with them are positive and respectful and help children thrive. The childminder builds partnerships with parents that support children's learning, development and wellbeing. Parents praise the childminder's care and value the wide range of activities and experiences they enjoy each day. These activities and experiences help ready children for their next stage of learning.

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Leadership and governance Expected standard

The childminder understands the importance of keeping her skills and knowledge current. She is reflective about her practice and identifies training that will further support learning and development experiences for children in her care. For example, she is engaging in learning to further enhance her skills to support children with special educational needs and/ or disabilities and promote progress. The childminder provides regular monitoring and supervision for any assistants she may work with to promote high-quality interactions that support consistency in care.

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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 enjoy a warm, welcoming environment and show confidence as they follow well- established routines and play with activities of their choosing. Children are happy and content. Children enjoy a curriculum that is engaging and age- and stage-appropriate. Children enjoy outdoor learning daily as they play in the fresh air of the childminder's garden and go on outings in the local community. Children show a real sense of belonging as they enjoy a singing group time. Children take turns selecting song pictures and children enjoy

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About this setting

singing them with the childminder. Children thoroughly enjoy clapping their achievement at the end of each song. This promotes further engagement in the activity.

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About this setting

Children typically follow the childminder's modelling of being thoughtful towards others. For example, they show care for each other. When a child loses their sun hat, others eagerly run to pick it up and give it back to the owner. The childminder is quick to praise this. Babies new to the setting receive cuddles, care and frequent reassurance, which helps their confidence grow.

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About this setting

Older children enjoy listening to stories and learn new vocabulary as they play and learn. Babies investigate plants growing in pots in the garden. They enjoy smelling and touching them and giggle. Babies show excitement and joy as adults model words, such as flower and petal, repeatedly and purposefully.

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About this setting

The childminder monitors attendance well and promotes the importance of attending regularly with parents. When children are absent, she contacts parents to check on the health and wellbeing of children and offers support so children return to her care when well.

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Next steps

The childminder should further consider the resources used in teaching to ensure they best support learning and development. The childminder should ensure all children consistently receive frequent interactions that support communication and language skills to develop. The childminder should refine her teaching methods to support children to develop respectful relationships and turn-taking.

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About this inspection

The inspector spoke with the childminder, children and their 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 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): 2795924

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About this inspection

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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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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