Childminder

Childminder

Unique reference number (URN): 2786063 Registered with Ofsted: 15/10/2024 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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing is central to the childminder's practice. She sees parental partnerships as central to this. Before children start in her care, the childminder offers a comprehensive programme of settling-in sessions. She tailors these to the needs of families. The childminder's aim is to ensure she fully understands each child's routines and needs and also that they are familiar with her routines. For example, she ensures children are comfortable to eat and sleep in her home. As a result of this attention to detail, children settle very well and show that they fully see the childminder's home as 'their place'. Their confidence, happiness and delight to be there are evident. The very warm attachments between children and the childminder are consistently evident.

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Children's welfare and wellbeing Strong standard

The childminder meets children's care needs diligently and respectfully. She uses nappy- changing time to chat, sing and smile with children to further their sense of emotional wellbeing. At the same time, the childminder follows robust hygiene procedures to promote children's positive health. She works with parents and carers to promote healthy eating and to support weaning in babies and very young children.

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Children's welfare and wellbeing Strong standard

The childminder knows the children she looks after very well. She uses her warm partnerships with parents to understand the unique circumstances of each family. This enables her to adapt routines to children's changing needs. It also helps the childminder to support families closely and very effectively as they navigate parenthood and all the challenges it brings.

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Achievement Expected standard

Typically children develop skills and knowledge in line with their age and stage of development. This means that typically they are well prepared for the next stage in their learning. Young children learn to make their needs known and to make choices about what to do. They learn to move their bodies in different ways and to balance. For example, children learn to manage steps and walk on different surfaces. They develop their hand–eye coordination. For example, very young children learn to fill and empty containers and to shake musical instruments. Children develop self-help skills, such as the ability to feed themselves. They learn to enjoy songs and stories, supporting their language and early literacy skills. Children develop an understanding of their own and other cultures to prepare them for life in modern Britain.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a clear understanding of her role in helping children to develop the knowledge and skills they need to manage their own behaviour and understand their own, and others', emotions. She is a very effective role model, and is consistently calm, encouraging and polite in her interactions with children. The childminder sequences this aspect of children's learning very well. For example, she knows that children need to be able to articulate how they are feeling in order to manage their own behaviour. The childminder ensures children spend lots of time in play that requires sharing and turn-taking so that they can practise these skills. She has high expectations for all children's behaviour, while taking into account their age, understanding and any specific needs they may have.

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Behaviour, attitudes and establishing routines Expected standard

Children form very warm bonds with the childminder. Very young children show that they see her as someone they can trust to look after them. They actively seek her comfort when feeling a little unsure and snuggle in for cuddles. They then happily resume their play. The childminder has a suitable attendance policy that promotes the benefits of regular and prompt attendance.

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Behaviour, attitudes and establishing routines Expected standard

Typically, the childminder is effective at helping children develop the levels of focus and concentration they need in order to get the most from the learning experiences on offer. Occasionally, the abundance of resources available distracts children from learning experiences the childminder is delivering.

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Curriculum and teaching Expected standard

The childminder plans her curriculum with a clear focus on giving children a broad set of skills in preparation for the next stage in their learning, including for starting school. She focuses on children's emotional, physical and language development. The childminder also introduces children to a range of experiences to broaden their understanding of the world around them and their local community. She ensures that her teaching is accurate. For example, the childminder carefully counts with children as they climb steps and pick up objects. She further supports their mathematical development by using words such as 'big', 'heavy' and 'long' to describe what they are doing, seeing and using. The childminder ensures that all children are equally involved in activities and learning experiences.

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Curriculum and teaching Expected standard

The childminder identifies broad next steps for each child's learning. However, these are not precise enough to enable her to focus her teaching closely on the specific skills children most need to learn next. For example, although she identifies when she wants to focus on children's language development, she does not identify the words or phrases that would best build on what children already know and can say.

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Curriculum and teaching Expected standard

The childminder provides an inviting learning environment, with a wide range of interesting and age-appropriate resources. However, sometimes she does not adapt this environment for specific activities where children need to focus and hear clearly to get the most from her teaching. At these times, teaching and learning is not as effective as at other times.

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Inclusion Expected standard

The childminder provides an inclusive environment where she makes all children equally welcome. She makes effective use of her warm partnerships with parents and carers to understand any changes in children's circumstances that could impact on their progress or wellbeing. She then carefully supports these children's progress and wellbeing to ensure that they continue to learn well and thrive. The childminder has a suitable understanding of her role in supporting children with special educational needs and/or disabilities (SEND). She knows about professionals she can approach for advice. The childminder recognises how to ensure children receive any additional funding to which they are entitled. She understands how to use such funding to best benefit children. The childminder understands that barriers to children's learning can present in different ways, and can be long- or short-term. She recognises that her role is to

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Inclusion Expected standard

help children overcome these barriers and achieve to their best.

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Inclusion Expected standard

The childminder monitors and plans for all children's progress. However, she is not fully confident in how she would need to further adapt this to meet the specific needs of children with SEND if she were to care for them in the future. This does not ensure that children's specific needs will be met or that their learning targets will be specific, precise and achievable.

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Leadership and governance Expected standard

The childminder is committed to ensuring her provision meets children's needs. She provides them with a safe and nurturing environment in which to learn. Since the childminder has registered, she has sought out support from other professionals to help her review and develop what she offers. She has made effective use of professional development opportunities to develop her knowledge further. The childminder has used these well to review and enhance her provision. For example, following training, she has developed a deeper understanding of the skills and knowledge children need to understand their own emotions and consider the needs of others. The childminder now ensures she plans experiences to support children further with this aspect of their development. Although she has a suitable understanding of her role in supporting children with special educational needs and/or disabilities, she recognises that further training would deepen her knowledge

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Leadership and governance Expected standard

and ensure she is fully confident to provide timely and effective support for any such children.

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Leadership and governance Expected standard

The childminder builds warm and effective partnerships with parents and carers. She effectively shares information about children's wellbeing and learning. This further supports children's education and care. The childminder is especially successful at helping children settle into her care and manage the transition from home when they first start. She works with parents to offer settling-in sessions that meet children's individual needs and ensures that children experience different routines and activities with her. The childminder ensures she has a clear picture of children's care routines. This means that she can adapt her days to their needs and provide the continuity that babies and children need to feel secure and flourish in their new environment.

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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 safe and happy. They thrive in the safe and welcoming home of the childminder. Children benefit from the childminder meeting their individual care needs and adapting routines to meet their specific needs. For example, they can sleep and eat at similar times as they do at home. This provides children with continuity of care and helps them to adapt successfully to their new environment. Children behave typically for their age. They learn to play cooperatively and to share toys. Children develop empathy for others and

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Inspector:

Sarah Holley an understanding of their own feelings, and those of others. They develop warm bonds with the childminder and with other children.

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Inspector:

Children enjoy their play and learning. They develop curiosity and the confidence to try and do things for themselves. For example, very young children persevere as they begin to take their first independent steps. Children take part in a wide, and interesting, range of learning experiences that are fun and are suitable for their age and stage of development. They learn the actions and words to songs. Children learn to enjoy stories. They develop their hand– eye coordination as they pour, collect and sort items. Children learn about cause and effect. For example, very young children learn that if they push buttons on some toys, the toys will make noises or light up.

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Inspector:

Children develop a secure range of physical skills, and learn how to move around safely. For example, they learn to go up the steps and down the slide rather than the other way round. Children learn the order in which to accurately recite numbers. They gain a secure set of skills in preparation for their future learning, including for starting school when the time comes. The childminder has a suitable attendance policy that promotes regular attendance, while also giving families the flexibility they need to meet the requirements of their working lives.

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Next steps

The childminder should identify more precise next steps in learning so that teaching can be more precisely focused on what children most need to learn next. The childminder should improve some aspects of the learning environment so that it fully enhances and supports children's learning, focus and concentration. The childminder should focus her own professional development on enhancing her understanding of how to identify and support children with special educational needs and/or disabilities, or those with other barriers to their learning.

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About this inspection

The inspector spoke with the childminder and children 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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About this setting

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

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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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