Childminder

Childminder

Unique reference number (URN): 2787346 Registered with Ofsted: 05/07/2024 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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Behaviour, attitudes and establishing routines Strong standard

Children behave incredibly well. The childminder acts as a strong role model for kindness and care for others. Children seek others out to build friendships and share play experiences. They support and encourage each other throughout the day, learning to share resources from a young age. The childminder carefully plans each aspect of the day and embeds consistent routines. She clearly explains to children what the daily plans are, adapting her language for different ages and stages of development. These are received well by children of all ages, who feel secure in the knowledge of what is happening now and next. Children look forward to each activity, and transitions run smoothly. This includes children with special educational needs and/or disabilities, those known (or previously known) to children's social care and those who face other barriers to learning and/or wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of children's punctuality and attendance. She carefully monitors and reviews this, encouraging children and their parents to attend her provision via regular information-sharing on the activities that she plans for children. Parents appreciate the regular updates so they know what their children will be enjoying and learning at the setting. The childminder also works closely with other settings that children attend, to share information and encourage participation at those settings too.

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Children's welfare and wellbeing Strong standard

The childminder places a clear emphasis on supporting children's welfare, mental health and wellbeing. She is naturally calm, gentle, warm and highly receptive to children's needs and wants throughout the day. She has developed stringent policies and procedures related to this, and effectively embeds these, creating a safe and welcoming space for children and families. Children settle quickly and form strong bonds with the childminder. They know they can seek support, encouragement and guidance from her. The childminder closely supports children to recognise a range of emotions within themselves and others. Children quickly learn to self-regulate and understand how others are feeling. This includes children with special educational needs and/or disabilities, those known (or previously known) to children's social care and those who face other barriers to learning and/or wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder consistently embeds clear routines for children, who behave very well. She strongly promotes good hygiene practices and provides teaching and opportunities for children to develop healthy lifestyles. This includes self-serving from healthy choices, going on regular walks and outings, and washing hands and faces regularly. The childminder also provides a wide range of healthy snacks, creating sociable and enjoyable snack and mealtimes for children. She closely follows all guidance for sleeping, weaning and feeding, effectively supporting children's individual journeys.

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Achievement Expected standard

Typically, all children make progress across all areas of learning. Children enjoy choosing from the wide range of carefully planned and stimulating activities. They tend to engage with activities for prolonged periods of time. Children demonstrate determination to achieve things for themselves. They are encouraged by the childminder and thrive on the praise for their efforts. This includes children with special educational needs and/or disabilities, those known (or previously known) to children's social care and those who face other barriers to learning and/or wellbeing. Children delight in the achievements of others, clapping when others create a crispy pizza out of play dough. They learn about how to change materials when cooking, making biscuits with the childminder to transfer imaginative skills into real-life situations.

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Achievement Expected standard

Children like to count with the childminder and rapidly learn new words. They become confident communicators and take pride in self-care skills when pouring drinks, peeling oranges and washing their hands. Overall, children are well prepared for their next stage of education. However, the childminder is less secure in developing children's knowledge and understanding of mathematical concepts such as shape, size and measure.

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Curriculum and teaching Expected standard

The childminder has largely implemented an ambitious curriculum. It is sequential and progressive for all children. This includes children with special educational needs and/or disabilities, those known (or previously known) to children's social care and those who face other barriers to learning and/or wellbeing. This has had a positive impact on what children learn and experience each day. The childminder considers all children's starting points and teaches them the skills and knowledge they need for their next stage of development. However, her teaching of mathematical concepts such as shape, space and measure is not as effective as other areas of learning. This means that children do not make as much progress in this aspect of the curriculum.

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Curriculum and teaching Expected standard

The childminder prioritises daily outdoor play and outings into the local community, such as to parks, woodlands, zoos and toddler groups, so children make further progress in their physical, social and emotional development. Children practise balancing skills on push bikes and social skills in making new friends outside of the setting. The childminder has an elderly cat, and the children like to take care of her and check she is eating and drinking throughout the day. The childminder prioritises children's wellbeing and comfort, as she provides a calming atmosphere at her setting. She acts as an incredibly positive role model and demonstrates how to share, take turns and look out for others. Children copy this. They learn how to take turns and play cooperatively alongside each other.

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Inclusion Expected standard

The childminder gets to know children well. She typically uses her secure knowledge of how children learn to observe, assess and monitor children's progress. The childminder does this through regular observations and interactions to determine which individual developmental targets to set for children. She carefully plans activities that will be inclusive to all children, and adapts her communication, as well as the complexity of teaching, to support differing developmental ages, stages and needs of children. The childminder works closely with other settings that children attend, professionals who work with the children and families, and the families themselves and follows advice. This supports her to make appropriate adaptations for children with special educational needs and/or disabilities, those known (or previously known) to children's social care and those who face other barriers to learning and/or

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Inclusion Expected standard

wellbeing and generally meet their individual needs. For example, she provides quiet, calm spaces for children who benefit from this.

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Inclusion Expected standard

The childminder correctly plans to broaden her knowledge and understanding of how to care for children with additional needs to ensure she can reduce any barriers to children's learning, and support all children to make the progress of which they are capable.

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Leadership and governance Expected standard

The childminder is generally self-reflective of her practice. She has high expectations of herself, recognising her strengths and areas for further development. The childminder is supportive of her own wellbeing, making sure she has necessary support in place. She takes mandatory training as well as opportunities to extend her skills in some areas. She acknowledges that she would like to extend her confidence and knowledge in some other specialist areas, such as the different types of special educational needs and/or disabilities, and other barriers to learning that children can face.

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Leadership and governance Expected standard

The childminder gets to know children and their families well and is highly sensitive and receptive to their individual circumstances and needs. When making decisions, she acts with their best interests at heart to support and reduce barriers for children. This includes children with special educational needs and/or disabilities and those known (or previously known) to children's social care.

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Leadership and governance Expected standard

The childminder has built strong parent partnerships. Parents praise the childminder for the smooth transitions that children have when joining the setting. Parents recognise the childminder's warm, loving and caring nature, and feel secure that their children are safe and cherished in her care. Parents recognise the progress their children make in their learning across all areas, and highly appreciate the regular updates on what their children learn and enjoy each day. They value the wide range of activities available to their children, including the regular outdoor activities.

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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 arrive happy and excited at this warm and welcoming setting. They quickly settle and form close bonds with the caring and nurturing childminder. Children fast become confident explorers, keen to find out more to build on what they know and can do. The childminder extends children's thinking by teaching them new skills and knowledge, and setting them challenges to achieve and learn more. Children thrive on this, and the praise they receive for their achievements. This includes children with special educational needs and/or disabilities, those known (or previously known) to children's social care and those

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About this setting

Registration date: 05/07/2024 who face other barriers to learning and/or wellbeing. All children are therefore highly supported with their wellbeing and sense of belonging.

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About this setting

Children behave very well. They form close friendships and seek others out for play. Children squeal in delight when they create potions outside. They talk animatedly to their friends and the childminder about what they want to put in the water, and how they are stirring the water to mix the ingredients. The childminder carefully supports children's language development. She models, repeats and encourages, giving children the time and patience that they need to succeed with their communication. This results in all children gaining confidence and determination. They make pleasing progress across all areas of learning from their starting points. Children enjoy listening to stories, singing songs and counting with the childminder, as well as making creations and developing physical skills.

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Next steps

The childminder should broaden her knowledge and understanding of the different types of special educational needs and/or disabilities and possible barriers to children's learning. The childminder should extend her teaching to further support children's knowledge of mathematical language and concepts.

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About this inspection

The inspector spoke with the childminder and children during the inspection and viewed written feedback from parents.

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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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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