Childminder

Childminder

Unique reference number (URN): 2782681 Registered with Ofsted: 18/04/2024 Registers: EYR

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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

Children generally make progress from their starting points, including those who face barriers to their learning and/or wellbeing. This means children are well prepared for their next stage of learning, including school. Children develop hand strength and movement as they twist lids on squeezy bottles. Younger children show determination when they squeeze the bottles to squirt water onto their feet. They relish the enjoyment and fun of feeling it splash onto their toes as they jump and laugh. Older children show wonderful kindness and support for each other. They work together to solve problems and ask each other for help. Children enjoy creating a train track and spot road signs that are a 'triangle' shape, demonstrating their mathematical awareness. Younger children watch and observe as children confidently count during a story, helping them to develop new knowledge and skills. They count coloured lids as they tidy up and enjoy small challenges the childminder sets

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Achievement Expected standard

when tidying resources away. Children communicate well according to their age and abilities, including using key words and engaging in discussions. They develop a keen interest in books as they explore them independently, saying, 'I love these stories.'

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established consistent routines and boundaries for children. Her high expectations and consistency help children to understand what is expected of them. The childminder uses age-appropriate behaviour management strategies to help children resolve minor conflicts that arise. This helps children learn the skills they need to begin managing their own conflicts, such as resilience. For example, she discusses with children what they can do to manage a disagreement about turn-taking. The childminder is an excellent role model who guides children well, helping them build fundamental skills that will support future success. These include respect, kindness and awareness of others.

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Behaviour, attitudes and establishing routines Expected standard

Through daily routines, children help to tidy. The childminder explains the importance of tidying things away after they have finished and how teamwork gets things done quicker. This helps children develop a secure understanding of working together to help one another. Children show great kindness and consistently use their manners. They say 'sorry' as they accidentally bump into others. They offer to help younger children after noticing a missing piece in the train track. Subsequently, children have formed caring relationships with their peers and the childminder. This has created a calm, nurturing learning environment for children.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has implemented an attendance policy, which she shares with parents and carers. This promotes children's regular attendance, including the importance of routines for them.

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Children's welfare and wellbeing Expected standard

The childminder provides a warm and welcoming environment for children. They form trusting and secure relationships. The childminder understands children's individual needs and adapts her approach and techniques accordingly. For example, she works with parents and carers to collect information about children's eating and sleeping routines. She adapts her routines to suit these. The childminder exchanges daily information with parents, who comment positively on the supportive and dedicated childminder. Further reflection from the childminder on ways to enhance home links with parents will continue to build on positive parent partnerships.

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Children's welfare and wellbeing Expected standard

The childminder helps children to learn about healthy lifestyles, including healthy eating and oral hygiene. The daily routines incorporate opportunities for children to develop their independence in self-care skills, such as wiping their own noses, washing their hands and attending to their own toileting needs. For example, younger children climb up the steps to wash their hands with support, find their place mat and drinks bottle with their picture on and sit ready for lunch. The childminder shows awareness of safer eating and shares this information with parents to ensure lunch boxes meet nutritional and safety expectations.

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Children's welfare and wellbeing Expected standard

Children begin to learn about their emotions and name these. For example, they happily look through books and talk about the bear in the story, who feels sad and then happy again. The childminder uses discussion to help children begin to label their feelings. She provides quiet time and space within the environment, recognising the importance of these times for children to regulate and regain their focus on learning.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that helps children to acquire the fundamental skills they need to support their next stage in learning. She knows the children well and plans experiences based on their interests and next steps in learning. The childminder uses her interactions to help children build on what they know and can do, and what they need to know next. Children typically make steady progress across all areas of the curriculum. The childminder adapts activities well for the age and abilities of children, ensuring children, including those who face barriers to their learning and/or wellbeing, access an inclusive curriculum. For example, older children develop their finger strength while using tweezers, and younger children explore textures. The childminder is aware that further reflection on widening parent partnerships will further raise the quality of the curriculum.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language development well. Children enjoy engaging in back-and-forth conversations and confidently use new vocabulary they have learned. Younger children begin to use key words, such as 'plane', to communicate their ideas and experiences. The childminder consistently models language well by narrating her actions and repeating children's words using the correct pronunciation and vocabulary. This helps children to broaden their vocabulary and develop clear, accurate speech. The childminder takes children on trips to the library and provides opportunities for stories and songs throughout her daily routines. Children develop a love of books as they build their early literacy skills.

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Curriculum and teaching Expected standard

Children demonstrate confident physical skills. Younger children test their own abilities as they jump and negotiate the space around them. The childminder recognises the importance of being outside and the impact this has on children's physical development, particularly their larger physical skills. They visit local parks and enjoy walks, building on their stamina and strength. The childminder makes effective use of everyday play and routines to introduce early mathematical concepts, including number, size and measure.

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Inclusion Expected standard

The childminder uses effective assessment and monitoring procedures right from the start. She gathers important information about children's development from parents and carers, helping her to identify children's starting points in learning. She uses this information to help minimise barriers to children's learning, promoting flexible and supportive settling-in sessions. The childminder monitors children's learning effectively and completes the required progress check for children aged two, helping to identify their progress and any areas where additional support may be needed. However, the childminder has not yet embedded regular discussions with parents about children's learning and development. As a result, there is not yet a consistently shared approach to supporting children's learning between home and the setting.

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Inclusion Expected standard

The childminder recognises the importance of identifying children who may need additional support or those who face barriers to their learning to ensure they receive the support they need. She implements strategies to support and monitor children's speech and language in a timely manner. The childminder adapts accordingly to ensure all children can join in with activities by presenting them in different ways. For example, she uses paint sticks alongside paint and brushes to encourage those who struggle with more sensory experiences. This provides a gradual approach to closing gaps in children's learning. The childminder is aware of the avenues she can pursue to access more specialist support when needed.

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Leadership and governance Expected standard

The childminder demonstrates dedication to providing the best possible care for children and families. She reflects on her curriculum daily to ensure children learn and have fun in an enriching environment. The childminder identifies and discusses plans to further improve her provision, including creating effective procedures for school readiness and supporting children's transition to school. She makes decisions in the best interests of children and families. However, she is yet to fully embed self-evaluation procedures for her own professional development and to identify ways to create further links with parents and carers. The childminder ensures she keeps herself updated on relevant changes to legislation and refreshes mandatory training, such as safeguarding and first aid. Although she keeps herself updated with these changes, she does not yet fully target her training to meet the specific individual needs of children. This does not swiftly support their emerging

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Leadership and governance Expected standard

The childminder recognises the importance of protecting her own wellbeing. She enjoys being outside and understands the positive impact this has on the children's mental health and wellbeing. They enjoy trips to the local safari park and attend weekly groups formed by a local network of childminders. This supportive network helps the childminder share strategies to support children's learning, including sign language to support children's communication. Parents praise the childminder for her dedication, organisation skills and the varied adventures their children have. They value the crafts that children bring home and recognise the new skills children learn. These include confidence, social skills, kindness and manners. Children thoroughly enjoy their time with the childminder.

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

Children demonstrate that they are happy and safe in the childminder's warm, inviting, home-from-home setting. They have built trusting and caring relationships with the childminder and seek her out to join their play. The childminder is attentive to children's needs and values their thoughts and opinions. Children develop a sense of belonging as they happily chat about their experiences with the childminder and their peers. Children have built lovely friendships and demonstrate kindness and respect for one another. Parents and carers comment on the 'fun and adventurous' opportunities the childminder provides for the children, who are always excited to attend. This forms positive partnerships with parents as well as supporting children's attendance.

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

Children enjoy the activities that are linked to their interests and next steps in learning. They develop focus and attention as they carefully explore coloured petals in water. Older children confidently discuss the colours they have created, while younger children eagerly splash in the puddles they have made. Children laugh and have fun as they build on their skills. They engage in meaningful conversations with the childminder and learn new words, supporting their communication skills. Younger children observe older children as they pour water from containers and proceed to copy this. They develop well across all areas of learning from their starting points. This includes children who face barriers to their learning and/or wellbeing.

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

Children gain valuable knowledge when accessing opportunities within the local community, such as weekly groups that support their social skills in larger groups. They visit the local care home to attend multi-generational play sessions, helping children to develop empathy for others, kindness and respect.

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Next steps

The childminder should focus her own professional development more sharply on how she can best support children's individual needs. The childminder should explore ways to further support children's learning at home, building further on parent partnerships.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 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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Age range of children at the time of inspection

The childminder should strengthen her approach to evaluation processes to ensure these identify ways to further improve the quality of teaching and practice.

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About this inspection

The inspector spoke with the childminder, children 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 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.

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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