Lister, Louise Alyce Sarah

Childminder

Unique reference number (URN): 2812664 Registered with Ofsted: 18/12/2024 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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Inclusion Strong standard

The childminder places a sharp focus on creating positive and trusting relationships with families. This helps her to have open and honest conversations with parents at the earliest opportunity. As a result, any concerns about a child's development can be identified and addressed promptly. The childminder has a robust understanding of issues that may impact a child's learning and/or well-being. She uses her knowledge of the family to identify any need for additional wellbeing support.

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Inclusion Strong standard

The childminder uses her previous knowledge and experience to support her understanding of when children may require additional support. The childminder puts in place effective interventions such as those that support children's communication and language. The childminder effectively signposts parents to additional support where she may have identified a need, such as GPs and other professionals.

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Inclusion Strong standard

By creating a highly inclusive setting, the childminder ensures all children are treated as individuals and are celebrated. The childminder takes into account children's individual families during annual events, such as Mother's Day and Father's day. She ensures all children can recognise special people in their lives.

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Inclusion Strong standard

The childminder has undertaken high quality, additional training to support her knowledge of how to support children with special educational needs and/or disabilities. She goes out of her way to support parents to work alongside other professionals. For example, she offers for other professionals to attend meetings at her own home if this is easier for parents.

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Leadership and governance Strong standard

The childminder consistently reflects on and evaluates her practice. She has a clear development plan in place for improvements she wishes to make. The childminder is continuously seeking ways in which she can improve further. For example, she has plans to further develop her garden and outdoor space to better support children's learning. The childminder regularly seeks feedback from parents to help her to self-evaluate her practice.

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Leadership and governance Strong standard

Passion and dedication shine through from this childminder who shows a deep commitment to her role. She continuously seeks out additional training opportunities. These are prioritised to support her current role and meet the needs of the children currently in her care. For example, she has recently completed training on how to support children's early writing skills. This has strengthened her understanding of the pre-writing skills children need. It has had a particularly positive impact on the support she provides to boys in preparation for writing.

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Leadership and governance Strong standard

The childminder engages effectively and meaningfully with parents. She works with parents when completing assessments on children. For example, parents share videos of children at home. This provides a holistic view of the child and informs the childminder's assessments. The childminder shares her assessments with parents, such as the 2 year progress checks area. This helps parents to fully understand their child's development.

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Expected standard

The childminder provides parents with meaningful advice and guidance. For example, she provides information about how they can apply for their child's school place. In addition to this, she provides help on the use of dummies and guidance on how to reduce their usage where appropriate.

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Achievement Expected standard

Children develop a range of skills. They are learning how to communicate effectively with each other. They develop skills as they practice pouring from jugs. This also helps them learn about measure and quantity. Children are active in their learning and often change the direction of play or an activity. For example, during a playdough activity, children begin to add more items to create a 'playdough potion'. This supports children's imagination and creativity.

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Achievement Expected standard

Children's attention skills are developing as they start to become more engaged in focussed activities. Children develop their physical skills as they practice kicking a ball in the garden. Children are well prepared for their next stage of learning such as school. They enjoy practising new skills, such as putting on their own shoes before outdoor play. All children including those who face barriers to their wellbeing or learning make progress in development.

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Behaviour, attitudes and establishing routines Expected standard

Most children become engaged in activities that the childminder plans. The childminder supports younger children's engagement and encourages them to join in. This helps them to learn to focus their attention for increasing lengths of time.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to be kind to one another, share and take turns with the resources. For example, during an activity she models polite manners and taking turns, encouraging children to then do the same. The childminder establishes routines that children tend to understand and follow. For example, they understand the routine of washing hands before meals and tidying up their toys before moving on to something else.

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Behaviour, attitudes and establishing routines Expected standard

Generally, the childminder teaches children how to keep themselves safe. For example, she shares safety tips during outings, such as they must stay near the car when they arrive. While in the home, the childminder encourages children to consider whether their actions are safe. However, this is not consistently followed through or explained. For example, it is not clearly explained why children should not kneel on a chair. As a result, children do not always understand the impact of their actions, recognise potential risks, and then follow these independently.

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Children's welfare and wellbeing Expected standard

The childminder has developed routines to support children's understanding of managing their own personal hygiene. She teaches children the importance of washing their hands before lunch and snacks. As a result, they learn to do this independently. The childminder encourages children to practice new skills such as cutting their own fruit, reminding them to use this safely.

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Children's welfare and wellbeing Expected standard

The childminder supports children to understand how to keep themselves healthy. She teaches them how to look after themselves during the warm weather. For example, she explains that they need to drink plenty of water. She also teaches them about oral hygiene and the importance of keeping their teeth clean. She models this on a plastic set of teeth. Children enjoy brushing teeth of the model.

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Children's welfare and wellbeing Expected standard

The childminder is receptive to children and their individual needs. She knows how to support children and offer them comfort. For example, when needed she ensures children have access to their comfort items such as blankets. The childminder knows individual routines to support them throughout the day. She ensures children have adequate rest or sleep in a safe environment. Older children have opportunities to relax and unwind, helping them to recharge and support their wellbeing.

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Curriculum and teaching Expected standard

The childminder has developed a curriculum based on the key skills she hopes children will learn before they start school. She uses her in-depth knowledge of children to plan a range of engaging and varied activities. These activities support children's individual next steps in learning. The childminder offers children some opportunities to test out their own ideas and practice a range of skills. For example, she asks children if the play dough they have made feels like dough or if it is too runny. She questions children further by asking what they could add to make it more like play dough. This gives children opportunity to experiment and test out their own ideas.

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Curriculum and teaching Expected standard

During activities and daily routines, the childminder typically supports children's communication and language skills well. She asks children questions that are intended to support their thinking and problem solving. However, the childminder does not always allow children enough time to respond. This means they do not have the desired impact in terms of challenging children's thinking skills.

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Curriculum and teaching Expected standard

The childminder helps children to develop their physical skills. She supports younger children effectively as they begin to walk and crawl. The childminder is skilled at knowing when to join in with children's play. For example, she joins in to further extend their learning or language skills.

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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 benefit from a wide range of experiences whilst with this childminder. They learn about the world around them and the diverse range of occupations in the community. For example, children have learnt about the role of the waste collection operatives. They learn to be kind and have respect for those who help us. Children learn about where some food comes from by growing their own vegetables. They are very proud of the mini cucumbers they planted as seeds that have now grown. They also learn to take care of nature. Children enjoy taking their leftover seeds out for the birds to enjoy.

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About this setting

Unique reference number (URN): 2812664 Children feel safe with the childminder. They enjoy cuddles with her when they are feeling a little unsure. The childminder puts in place tailored settling-in sessions to support children's individual needs. She recognises that some children may take longer to settle than others and works closely with parents on this. Children build a sense of belonging with the childminder and enjoy their time with her.

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About this setting

Children make progress in their learning and develop a range of skills. They benefit from an inclusive curriculum that celebrates their uniqueness and individuality. Children enjoy the range of engaging activities that are on offer. They confidently explore the dedicated playroom and make choices in where they would like to play. Children learn to play alongside and co-operatively with others. They are beginning to show respect for each other as they ensure other children can have a turn with something. Children are well prepared for their next stage of learning, such as school. The childminder understands the value of regular attendance. This also helps children form positive routines in preparation for formal schooling.

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Next steps

The childminder should allow children sufficient time to think and answer questions before responding for them or rephrasing the question, to support the development of their critical thinking and communication skills. The childminder should give consistent safety messages and clearly explain potential risks to further develop children's understanding of risk.

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About this inspection

The inspector spoke with the childminder, children and reviewed written feedback from 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. Type: Childminder

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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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