Childminder

Childminder

Unique reference number (URN): 2800766 Registered with Ofsted: 11/10/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children secure breadth and depth in their knowledge and skills within and across all seven areas of learning and development. They demonstrate emotional security and contentment, and their views are listened to and valued.

p.2

Achievement Strong standard

Children are growing in confidence and independence, showing motivation and resilience to try new things and a sense of pride in their achievements. Consistent, specific praise helps children understand which of their actions are appropriate, and a predictable routine, with plenty of notice before transitions, supports their security even further. Children consistently show good manners and respect and follow the childminder's instructions well. They are very well prepared to make the most of their skills and interests as they move to their next stage of learning. All children, including those with special educational needs and/or disabilities, are achieving well.

p.2

Children's welfare and wellbeing Strong standard

The childminder and assistants are nurturing and warm and have forged secure attachments with the children in their care. Daily access to the outdoors and regular outings into the community strengthens children's social skills and builds their confidence. Mealtimes are social occasions that promote good manners and independence, with all children and adults sitting and eating together. Children demonstrate excellent manners and are incredibly polite when making choices between the watermelon and the cantaloupe melon for snack. They pour water from a lidded jug and wait patiently for their friends to finish pouring before it is their turn.

p.2

Children's welfare and wellbeing Strong standard

Any allergies, intolerances and medical needs are identified when children join and are carefully managed, including separate storage and preparation to avoid cross- contamination. Robust hygiene routines support children to wash their hands before meals, after outdoor play and after toileting. Children know the routine well and a handwashing song supports their recall to ensure germs are washed off thoroughly. Toilet training is supported consistently in partnership with parents and carers.

p.2

Children's welfare and wellbeing Strong standard

Safe sleep practices are well established, with regular physical checks and individual bedding for each child. Children are encouraged to take ownership of their setting, make choices and have their voices heard. They are given a broad range of opportunities to experience the diversity of modern Britain first hand.

p.2

Curriculum and teaching Strong standard

The childminder has implemented a well-planned curriculum tailored to children's individual interests and identified next steps. It includes extensive outdoor learning and real-life experiences in the local community. There is a sharp focus on developing children's communication and language and their love of books and singing. The childminder and assistants recognise children's schemas in play and extend these by providing resources

p.2

Expected standard

that support their preferred styles of play, making links to the skills children need to learn next. This helps to ensure that any new learning feels natural and is embedded gradually.

p.3

Expected standard

Training in language development has strengthened practice, with practitioners asking open- ended questions to encourage children to think and respond in depth and introducing new vocabulary in varied contexts. All next steps and planning are sharply focused on what children need to learn next, preparing them well for the next stage in their learning and eventual school transitions. Progress checks for two-year-olds are carried out thoroughly. They include parents' and carers' views and input where possible.

p.3

Inclusion Strong standard

The childminder has an excellent knowledge of how to identify and support all children, regardless of their starting points. She uses a consistent and ongoing approach of closely monitoring small steps in progress, followed by assessing and reviewing effectively, working closely with a range of professionals and agencies. This regular two-way communication helps to ensure children make the progress they are capable of. Diversity and inclusion are promoted well through positive imagery, conversations and real-life experiences. This includes regular outings into the local community and activities that help children recognise and celebrate difference, such as exploring another family's cultural heritage through cooking.

p.3

Inclusion Strong standard

The childminder reduces barriers to learning by providing tailored support matched to each child's individual needs. She has completed training specific to those needs, including strategies to support non-verbal communication. Additional funding received for children with special educational needs and/or disabilities is used with integrity to enhance the environment and resources available. Close partnership working with parents and carers and other professionals rigorously monitors progress and ensures adaptations are adjusted swiftly, making a sustained difference to children's opportunities and experiences.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder has created an inviting environment that positively supports children's learning, development and care. She has established clear, commonly understood expectations for behaviour. The childminder works closely with assistants and with parents and carers to establish consistent boundaries and routines, including promoting regular attendance and punctuality. Children are respectful and caring towards one another, readily sharing resources and checking on each other's wellbeing. They demonstrate contentment, enjoyment and positive attitudes to learning.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder's own faith is shared daily with children. This is used as a guide for expectations around kindness and behaviour, drawing on qualities, such as perseverance and patience. Relationships between the childminder, assistants and the children are warm and secure. However, the teaching of emotional awareness and positive relationships is not yet explicit enough to fully support children in developing emotional literacy skills, including self-regulation, cooperation and managing conflicts independently.

p.3

Leadership and governance Expected standard

The childminder works closely with parents and carers of children with special educational needs and/or disabilities, developing secure partnerships with other professionals and agencies. She uses any funding received with integrity for the children it is intended to support. She maintains daily attendance monitoring and shares regular two-way communication with parents, supporting learning at home and transitions to the next stage.

p.4

Leadership and governance Expected standard

The childminder knows how to access local early years support and training and prioritises the setting's engagement with the local community. She has completed a range of continuing professional development relevant to her role and supports her assistants' development. However, her assistants need further targeted training to ensure they are consistently confident in their roles and responsibilities.

p.4

Leadership and governance Expected standard

The childminder is reflective about her own wellbeing, having adjusted her working pattern to support this and to allow time for further training. All policies are up to date and shared with parents, and the leadership and management of the business, including insurance, certification and risk assessments, is secure.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are happy, settled and confident in this welcoming home-based setting. Children know the daily routine well and behave positively. Christianity is woven through daily routines, from a welcome song in the morning to displays that use biblical characters to model qualities, such as forgiveness and patience. These sit alongside a growing range of resources that reflect the wider community and different countries and cultures.

p.5

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

Children settle well and feel safe due to arrangements where families meet the childminder in advance. They build up from short sessions to full days at a pace that suits them individually. A monthly review email from the childminder keeps parents and carers informed of the setting's plans for their children's learning. Next steps are shared along with how to continue their learning at home. Children's attendance is consistently monitored and regular attendance is encouraged.

p.5

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

Children delight in the current sea theme, bringing the wider world into the setting. Shells collected from family holidays sit alongside information about British seashells. This ensures learning can be weaved in with children's interests at every opportunity. Children have made a 'giant coral reef' from recycled cardboard as part of a positive focus on sustainability.

p.5

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

Each child's next steps, from toileting to number recognition and speech and language targets, are displayed prominently. These are worked on consistently between the setting, home and other professionals. Children with special educational needs and/or disabilities are known incredibly well by the childminder, who responds sensitively to their individual cues and non-verbal communication. Meals are nutritious, home-cooked and taken together at the table. This supports independence and social skills, alongside safe sleep and toileting routines tailored to each child's stage of development.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

p.6

About this setting

Local authority: Cheshire East All children demonstrate belonging and security in this inviting and purposeful setting. Their needs are fully met and they are noticeably flourishing.

p.6

Next steps

The childminder should be more explicit in teaching emotional awareness and positive relationships, to support children in self-regulation, cooperation, sharing and managing conflicts. The childminder should strengthen the assistants' training and development so that they are consistently confident in their role and responsibilities.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection and read written feedback from parents and other professionals.

p.6

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.

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8