Childminder

Childminder

Unique reference number (URN): 2811723 Registered with Ofsted: 06/12/2024 Registers: EYR, CCR

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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

Typically, children make steady progress from their starting points and develop the knowledge they need for future learning, including children with special educational needs and/or disabilities. Children develop their language and communication skills. They turn the pages of their familiar stories and have meaningful conversations as they play. Children demonstrate their mathematical knowledge and show pride in their knowledge. For example, they proudly count how many pretend eggs they have as they place them in the corresponding case.

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Achievement Expected standard

Children develop their physical skills with plenty of opportunities to develop both small and large muscles. They grow in independence, confidently serving their snack, running and playing football.

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Achievement Expected standard

Children know they need to wash their hands before mealtimes, showing they know the hygiene routines, and they sing the songs about germs as they wash their hands. As a result, children become increasingly independent, confident and ready for their next stage of education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has excellent relationships with children and knows each child individually. She is nurturing and promotes kindness in her setting. For example, children regularly bring in their favourite toys from home and also bring some in for their friends to share. The childminder seamlessly embeds manners into her setting. Throughout her narratives, she is respectful of children's choices and consistently praises them for their achievements. This supports children's self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets clear boundaries and has developed routines to help children understand what is happening next. For example, she creates games to encourage children to tidy away their toys ready for mealtimes. The childminder offers children gentle reminders about the behaviour she expects. For instance, she sensitively reminds children to sit down when they are eating and sits with the children. This helps children learn to be safe at mealtimes.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates imaginative games and uses toys to act out how to share resources. She consistently praises children for their good behaviour. As such, children are proud of their achievements and demonstrate a positive attitude to learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder shares with parents and carers, from the outset, the importance of regular attendance so that children benefit from the experiences she offers.

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Children's welfare and wellbeing Expected standard

The childminder places children's wellbeing at the centre of her practice. When children start, she plans highly effective settling-in sessions with parents and carers and children. This helps the childminder to closely follow the care routines of children's home lives and gather information about any potential barriers to children's learning. The childminder uses her knowledge of the children to support their emotions and social skills. For instance, she plans regular outings to playgroups. This helps children develop their social skills and learn about others around them. The childminder narrates alongside the children's play, which helps them to begin to understand their own feelings. She skilfully uses toy characters to help children identify emotions such as happy and sad.

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Children's welfare and wellbeing Expected standard

The childminder provides children with a range of nutritious foods. She works with parents to support children's dietary needs and share ideas for healthy lunch boxes. The childminder prioritises children's outdoor opportunities. They receive fresh air and plenty of exercise each day. This promotes children's physical development and wellbeing. Furthermore, the childminder talks with children about the importance of healthy foods and shares this information with parents, advising them on the importance of oral hygiene.

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Children's welfare and wellbeing Expected standard

The childminder reminds children to have regular drinks of water in hot weather. She also teaches children to climb the stairs safely as they use the bathroom. This helps children learn to keep themselves safe.

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Curriculum and teaching Expected standard

The childminder has developed an ambitious curriculum. She regularly assesses children's learning and development. This helps her plan to meet the individual needs of children, including those children who speak English as an additional language. However, the childminder has not considered how to gather or share information with other settings that children attend. This means there is not a consistent approach to children's learning and development, to help them build on what they already know and can do.

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Curriculum and teaching Expected standard

The childminder places a high focus on children's communication and language development. She skilfully weaves high-quality interactions into her practice, modelling language and asking purposeful questions. The childminder also takes every opportunity to introduce counting into children's play. These experiences support children's language development and early mathematical understanding.

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Curriculum and teaching Expected standard

The childminder focuses on children's personal, social and emotional development. She ensures that children have frequent opportunities to develop their self-help skills and manage their own personal care needs. Children develop their large and small motor skills. They are physically active in the garden and strengthen the small muscles in their hands, such as through mark making. The childminder regularly takes children into the local community, including toddler groups. She uses these experiences to help children develop their social skills, gain confidence and build an understanding of the wider world.

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Inclusion Expected standard

The childminder has high expectations of what children can achieve. She works with parents and carers to help identify any potential barriers to children's learning and development. The childminder uses her regular observations to help her track children's development. She adapts her curriculum and plans focused activities to help children make progress in their learning and development. For instance, she knows how to support children who speak English as an additional language. She uses simple language and objects in their play to help them develop their vocabulary. Parents comment on the progress their children have made, particularly in their language and communication skills. This means that, typically, children with special educational needs and/or disabilities (SEND) are supported effectively to achieve the best possible progress in their learning and development.

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Inclusion Expected standard

The childminder has developed her understanding of how to support children's language and communication development. However, she has not precisely identified how to extend her understanding of the different types of SEND she may care for to ensure rapid identification of any additional support children may benefit from. That said, the childminder knows how to involve external professionals and agencies, including accessing any additional funding available for children. The childminder demonstrates, through discussion, how she would use such funding to support children in removing barriers to learning and meeting their individual needs.

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Leadership and governance Expected standard

The childminder is committed to providing a caring, safe and inclusive environment for children. She makes sure that she completes mandatory training. The childminder is generally reflective and identifies her priorities for improvement. For instance, she plans to undertake further professional development to enhance her practice, specifically for children with special educational needs and/or disabilities. As the childminder has not yet precisely identified the opportunities to support her knowledge and understanding, the positive impact on children is yet to be embedded. That said, the childminder has developed links with other childminders and professionals to share practice and find out about the local area. This helps her to keep her knowledge up to date and reflect on her provision.

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Leadership and governance Expected standard

The childminder has established effective partnerships with parents and carers. She gathers a wealth of ongoing information from them regarding children's individual needs. This helps her to support children appropriately in her provision. Parents highly value the care provided at the setting. They say that they feel fully informed about children's experiences and achievements so that they can continue their children's learning at home. For example, she shares ideas and strategies with parents to help children develop their English language. This helps to offer a consistent approach to the support children receive. However, the childminder has not considered how to gather and share information with other settings children attend to support children's learning and development.

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Leadership and governance Expected standard

The childminder recognises the importance of monitoring children's attendance. This helps keep children safe, including children known to children's social 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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What it's like to be a child at this setting

Children thrive in the care of this dedicated and nurturing childminder. They quickly engage in a well-planned curriculum. The childminder plans her environment to follow the children's play interests. This promotes children's positive attitudes to learning from the outset. Children have established close attachments to the childminder, enabling them to feel secure in her home-from-home setting. Parents and carers comment on the commitment of the childminder and how she knows the children very well. The childminder works with parents to promote consistent attendance at her setting. This helps children benefit from their early years entitlement and prepares them for their move on to school.

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

Children are kind and bring their friends one of their toys to play with and share at the childminder's home. The childminder knows the children's next steps in learning and skilfully weaves these into their play. For instance, children confidently count the number of their favourite superheroes. Children with barriers to learning, such as those who speak English as an additional language, listen well to the childminder. They develop their vocabulary as they learn about the different heights of the towers they construct. This supports children's early mathematical concepts.

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

Children show great determination as they develop their independence. They concentrate as they open zip fastenings on bags of blocks. They know to wash their hands before mealtimes and sing songs with the childminder that support their communication and language and help them to learn the importance of hygiene. This helps children develop healthy habits for later learning.

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About this setting

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

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About this setting

Local authority: Surrey Children have plenty of fresh air and exercise, which supports their physical development. They smile and jump as they play football with the fun childminder. Children gently pinch fish food with their fingers as they learn to feed and care for the pet fish. This helps children learn about the world around them.

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Next steps

The childminder should establish relationships with other settings that children attend so that their learning and development is consistently supported. The childminder should engage in further professional development to enhance her knowledge and skills in promptly identifying children with special educational needs and/or disabilities, to ensure all these children achieve the best possible outcomes.

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About this inspection

The inspector spoke with the childminder, children and 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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