Childminder

Childminder

Unique reference number (URN): 2748208 Registered with Ofsted: 30/04/2024 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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Achievement Expected standard

Children make positive progress in all areas of learning. They develop their large-muscle skills through regular outdoor activities in the community. Younger children receive support when learning to balance. Older children confidently show skills they have mastered over time, such as swinging on a rope. Children also develop their small-muscle skills. They enjoy mark making using sticks in the dirt and pipettes to transfer water from one container to another. Overall, children develop skills to help prepare them for their future learning.

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Achievement Expected standard

Children learn about the world around them. They enjoy exploring nature and describing different plants and animals. Children revisit familiar places in the community to identify changes in the seasons over time. They talk about the differences and similarities in nature, such as exploring similar pieces of fallen bark. Children also develop their mathematical skills. When collecting natural objects, children count and learn to recognise numerals on a map. However, children do not make even better progress in their communication and language because they do not receive enough time to think and respond to questions.

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Behaviour, attitudes and establishing routines Expected standard

Children know and follow the routines set out by the childminder. For example, they know how to wait to hear their name when getting into the childminder's car to head out into the community. Children follow simple instructions from the childminder, such as to stop at the bicycle sign.

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Behaviour, attitudes and establishing routines Expected standard

Typically, the childminder plans opportunities for children to develop their independence skills. For instance, children enjoy having the responsibility to give out plates ready for snack time. They learn to put on their shoes with support from the childminder, as she narrates how to achieve this. The childminder is a positive role model, encouraging children to have a go. For example, the childminder tells children they 'can do it'. Children respond positively to the childminder's comments and try again. They show pride in their achievements.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive bonds with the childminder and their peers. Generally, the childminder plans activities for children to work together. For instance, children cooperatively tip and pour to fill a large bottle, role play using small-world objects and roll and catch a ball together. Additionally, children build on their social skills in the community, where they meet new children and adults. For instance, the childminder models greetings, such as 'hello', when people pass by. Children copy and wave. The childminder also regularly monitors children's attendance. She follows up any unexplained absences to ensure that children are safe.

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Children's welfare and wellbeing Expected standard

The childminder works well with parents and carers to support children's personal needs. For example, she shares strategies to consistently support children's toilet training. The childminder also puts in place support for children to meet their self-care needs. For example, she has implemented a step for children to reach the sink so they can wash their hands independently.

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Children's welfare and wellbeing Expected standard

Typically, the childminder shares information with parents to support children's health, such as oral hygiene activities and healthy eating guidance. Children learn about healthy eating. The childminder names and describes children's snacks. They also discuss and look at the carrots they have grown at the childminder's home. Children learn about where food comes from. However, while children know to wash their hands before eating, the childminder does not consistently promote positive hygiene practices. For example, children and the childminder share a small hand towel to dry their hands.

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Children's welfare and wellbeing Expected standard

When in the community, the childminder prioritises children's learning about risks and personal safety. For example, she talks about how to safely walk over surface roots to prevent them from falling over. The childminder questions children about how they can get down safely from play equipment. Children reply that they must sit down and carefully slide off. Children learn how to stay safe.

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Curriculum and teaching Expected standard

The childminder has an ambitious curriculum where she plans to meet children's needs and interests. She regularly assesses children's development and learning to adapt her activities, interactions and resources. For example, the childminder adapts her language in line with children's age and stage of development, such as using simple words for younger children and longer sentences for older children. She also models, repeats and emphasises sounds clearly to support children to use the correct pronunciation. The childminder has also implemented flash cards to support one-to-one sessions focusing on speech sounds.

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Curriculum and teaching Expected standard

The childminder shows consideration for children's interests to help them settle into her home and sustain their attention. She builds on what children know and can do. For instance, she revisits using a map to help children locate where they are in the woods. Children identify the key features, adding nature resources to their scrapbook on their walk. The childminder prioritises building on children's communication and language skills through purposeful experiences in the community. For example, when on a nature walk, she teaches children about different insects and trees. The childminder narrates, asks questions and models new vocabulary. However, on occasion, the childminder does not consistently give children enough time to think and respond to her questions. This does not support children to have consistent back-and-forth conversations.

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Inclusion Expected standard

Typically, the childminder uses information from parents and carers and her own observations to accurately assess children's needs. She uses this information to identify children's next steps and further support, if required. Generally, the childminder helps children to develop through working on their gaps in learning. For example, she focuses on modelling correct pronunciation for some children to support their progression in articulating speech sounds. The childminder also reduces barriers to children's wellbeing through implementing consistent strategies used at home to help them settle, such as a comforter. She adapts routines to support children when struggling to sleep, working collaboratively with parents throughout. The childminder provides children with reassurance and comfort during times of change, such as when transitioning to a new setting or school. She takes children to the schools and introduces them to the teachers to help build their confidence.

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Inclusion Expected standard

Although there are no children attending with special educational needs and/or disabilities, the childminder knows how to share concerns with parents to work together in supporting individual children's needs and/or make possible referrals. She also knows how to work with outside agencies and implement advice and strategies they share. The childminder also knows how to seek additional funding for children who are eligible. She understands how to use this to support the needs and interests of individual children.

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Leadership and governance Expected standard

Typically, the childminder attends training to improve the quality of education and care she has to offer. For instance, she notices children's love of nature and has recently attended further training on outdoor learning to improve her interactions and planned activities. Since the last inspection, the childminder has proactively put in place mandatory training to ensure that children are safe and secure.

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Leadership and governance Expected standard

The childminder reflects on her practice, working closely with another co-childminder in her home. They share their training and experiences to help improve their knowledge, skills and understanding. They support each other's wellbeing through open communication and allowing time for reflection.

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Leadership and governance Expected standard

The childminder works closely with the local schools, sharing information about children's learning and any concerns. This supports continuity in care and education. Parents and carers also speak positively about the childminder. They enjoy receiving information about what their children are doing and the meals have. However, although the childminder shares children's next steps in learning with parents, she is not yet effective at supporting children's home learning.

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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 secure in the childminder's home. They have a real sense of belonging. Children enjoy choosing their own snack for the day, sharing their preferences with the childminder and their peers. The childminder follows children's interests regularly to build on their knowledge, skills and understanding. For example, when children show an interest in bark, the childminder compares the size of different pieces. They work together to put them in order of length. Children also develop their mathematical understanding with encouragement from the childminder on their nature walk. For example, children learn the names and properties of different shapes that the childminder models. They also receive regular encouragement to practise mathematical skills, such as counting objects they discover when out and about. Children learn and use different positional language to describe what they are doing.

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

When outdoors, children learn about personal safety. For example, the childminder talks about sun safety and wearing a sun hat. Children listen and follow instructions to protect themselves from the sun. Children also develop healthy habits for exercise. They take turns with their peers going on play equipment as they learn to climb, jump and balance. They also learn to ride balance bicycles and scooters at the childminder's home.

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

Children develop their communication and language skills well. They listen to stories and join in with familiar songs. Children repeat familiar stories when out in the community. They demonstrate their understanding through role playing aspects of the book. Children receive support based on their needs. For example, the childminder works with parents and carers to adapt routines to help children to settle in and implements appropriate resources to support their speech development. Children make positive progress from their starting points. They also enjoy participating in purposeful experiences, such as going to their local

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:15,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:15

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About this setting

Local authority: Nottinghamshire County Council farmers market to buy ingredients. They sometimes use these ingredients to cook or bake together. This helps children to develop real-life skills.

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Next steps

The childminder should consistently help children to develop back-and-forth conversations, such as by giving children enough time to think and respond to questions. The childminder should consistently embed positive hygiene practices to promote overall healthy habits. The childminder should embed effective ways to share children's next steps in learning with parents and carers to support children's learning at home further.

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About this inspection

The inspector spoke with the childminder, parents and carers 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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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. 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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