Childminder

Childminder

Unique reference number (URN): 2794368 Registered with Ofsted: 22/07/2024 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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Children's welfare and wellbeing Strong standard

The childminder has established extremely responsive, caring and trusting relationships with children and families. All children feel happy, content and safe in her care. She helps children to form bonds with their peers, through discussing children that are not in attendance that day, for instance. Children enjoy talking about their peers, helping them to learn about similarities and differences. Children's individual needs are met highly effectively, through consistent, responsive care that reflects their stage of development and personal circumstances. This provides children with an inclusive environment, supporting their wellbeing excellently. The childminder works closely with parents and carers to provide support and shares advice that has a positive impact. Parents comment on the childminder's unwavering guidance and recognise how this supports their families.

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Children's welfare and wellbeing Strong standard

Children learn about personal safety, as the childminder encourages them to apply their sun cream independently before going outside, for example. She uses gentle reminders to help children understand how to keep themselves safe. Children develop their awareness of how to lead healthy lifestyles. The childminder talks to children about healthy foods and shares lunch box expectations with parents, and children independently brush their teeth. For example, during lunch, the childminder talks to children about how a balanced diet includes protein and vegetables. Children have access to daily fresh air, and the childminder recognises the positive impact this has on their physical and mental wellbeing. Children demonstrate excellent independence skills. They wash their hands, put their shoes on and enjoy helping with small tasks. These tasks include handing out the snack plates and cutting their own fruit.

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Children's welfare and wellbeing Strong standard

Children are supported extremely well to recognise, express and manage emotions. Children recently attended a trail, based on 'finding' various emotions. Regular discussions about feelings help children develop emotional awareness.

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Inclusion Strong standard

The childminder creates a highly inclusive environment. She uses robust assessment and monitoring procedures to ensure emerging gaps in learning are swiftly identified. She works closely with parents and carers from the outset to gather detailed information about children's development. This helps to inform precise starting points for children's learning. When additional support is needed, the childminder implements effective and tailored support plans. For example, she adapts the environment to include more physical opportunities. She works closely with parents, and together they discuss achievable outcomes and adaptations. This enables the childminder to meet the individual needs of children effectively so that they make positive progress from their starting points. The childminder uses her excellent knowledge of child development to identify barriers to children's learning and/or wellbeing. This makes a notable difference to children's learning.

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Inclusion Strong standard

The childminder is aware of additional funding and how she would use this to best support children.

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Inclusion Strong standard

Partnership working is a strength. The childminder recognises the importance of supporting children's transitions to other settings, and invites them into her home to meet children and

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Expected standard

share their learning and development. This provides consistency for children's learning, creating smoother transitions. The childminder communicates well with parents and is highly responsive when they need support or advice. For example, she shares advice on sleeping, eating and toileting. Subsequently, this supports children's wellbeing alongside that of their families.

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Achievement Expected standard

Children, including those who face barriers to their learning and/or wellbeing, make steady progress across the curriculum. This prepares them well for their future learning, including school. Children who are new to walking delight as they become more confident and stable. They walk around, proudly showing off their new skills to their peers. Older children develop their hand muscles, when using tweezers to pick up pretend bugs, for instance. They learn about the life cycle of a butterfly and show interest in their theme of bugs. Older children talk about worms and begin to use language, such as 'long', 'bigger' and 'smaller', showing their mathematical understanding.

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Achievement Expected standard

Younger children enjoy independently looking through books, as they lift flaps and turn pages. Older children know their favourite stories and choose these for the childminder to read. This supports children's love of books from an early age. Younger children engage with role play and particularly enjoy dressing up and choosing accessories. Younger children demonstrate their emerging communication skills, when using key words and pointing to what they need, for instance. Older children are very chatty and enjoy discussions. They use varied vocabulary, including 'slimy' and 'sticky', when describing textures. Children typically develop fundamental skills for their future.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear expectations for children's behaviour. She uses lots of positive praise and encouragement to support children's self-esteem and confidence. The childminder adapts her expectations well to suit the ages and abilities of children. This ensures children, including those who face barriers to their learning and/or wellbeing, know what is expected of them. Children develop awareness of turn-taking and begin to use phrases, such as 'here you go' as they share the pretend ice creams with younger children. The childminder is an excellent role model for children. She encourages them to use their manners and shows children how to be respectful, kind and caring towards each other. Consequently, children listen attentively to the childminder, following boundaries and meeting expectations well.

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Behaviour, attitudes and establishing routines Expected standard

Children typically demonstrate keen focus and engagement, developing positive attitudes towards their learning. They enjoy and explore their environment with enthusiasm and excitement. Younger children splash in the water and older children enjoy building towers. However, children show some frustration when transitions between routines, such as from outside to inside, are too quick. This means children are not provided with enough time to understand what is happening next, and their focus and engagement in learning are disrupted.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of monitoring children's attendance. She shares her expectations with parents and carers, to help them develop positive habits for the future. The childminder follows up quickly if children do not attend sessions.

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Curriculum and teaching Expected standard

The childminder has created a curriculum that typically meets the needs of all children. She tailors teaching to help children build on their skills steadily. The childminder provides activities that are suited to the ages, needs and abilities of children. For example, younger children seek out sensory exploration, as they explore mud and bugs, while older children develop their finger strength, using tweezers to catch the bugs. The childminder uses spontaneous moments to capture children's learning. For example, as children show interest in the 'The Very Hungry Caterpillar' book, she talks to them about the life cycle of a butterfly. This helps children gain new knowledge through their play and interests.

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Curriculum and teaching Expected standard

The childminder typically promotes children's communication and language well. Children engage with various stories and songs, these being an integral part of the daily routine. The childminder has created song bags with resources to encourage participation and interaction for all children, including those who face barriers to their learning and/or wellbeing. The childminder continually talks to children, role modelling how to speak clearly and correctly. She asks questions to keep children engaged in their learning. However, the childminder does not always allow children enough time to process new thinking or respond to what is being asked of them. This does not help children consistently to connect their ideas and further build on their interactions.

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Curriculum and teaching Expected standard

The childminder places a keen focus on children's personal, social and emotional development. Through her nurturing interactions and meaningful role-play experiences, children develop awareness of how to build relationships. Children develop confidence in their independence and take pride in their achievements. The childminder naturally weaves mathematics into daily routines. Children demonstrate early mathematical skills, as they use language across all concepts of mathematics, including weight, shape, size and measure.

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Leadership and governance Expected standard

The childminder has formed secure partnerships with parents and carers. Alongside this, she has built effective links with other settings children attend and has become part of a local network of childminders. These partnerships help to create continuity in information sharing to support children's learning and development. The childminder aspires to create consistently high-quality care and education for children and families. She is dedicated to her role and responsibilities, ensuring she keeps herself updated with relevant changes to legislation. The childminder recognises the value of her own professional learning and wellbeing. For example, recent training on planned activities has helped to enhance children's learning in outside spaces. The childminder makes decisions based on the best interests of children. The childminder generally has a clear understanding of the setting's strengths and areas for

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Leadership and governance Expected standard

improvement. She uses effective self-evaluation procedures to identify these, including parents' views. However, the childminder does not yet fully reflect on her own practice in providing children with more time to respond to questions and understand what is happening next. Parents praise the childminder highly for her information sharing and have noticed progression in children's social confidence and independence. They comment on the warm and nurturing environment the childminder provides for their children. Children learn about their local community and develop their social confidence, when enjoying trips to local farms, museums and attending weekly childminding groups.

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

Children arrive happily and demonstrate eagerness to begin their day in the childminder's warm and welcoming home-from-home setting. Parents and carers, children and the childminder happily chat on arrival about their weekend, showing positive partnerships. Younger children raise their arms up to the childminder when they need a little reassurance. She quickly demonstrates her nurturing and caring approach, as she comforts them with a cuddle. Children show they feel safe and secure, and settle well. Children say to the childminder, 'I love you'. These trusting relationships help children to form a deep and genuine sense of belonging in their environment. The childminder closely monitors attendance, supporting positive habits for the future.

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

Children typically achieve well and enjoy the carefully tailored activities that support their individual needs, ages and abilities. Children, including those who face barriers to their learning and/or wellbeing, access a broad and varied curriculum that supports their development across all areas of learning. Younger children excitedly shake rattles and smile as they explore sounds. Older children develop their coordination and control as they set themselves a challenge to throw a block into the basket. They persevere, building resilience, until they succeed. Children use their emerging communication skills, as they engage in discussions about their weekend with parents. Younger children point and use key words, as they begin to develop their language. Children enjoy their learning and have fun in a safe and stimulating environment. All children demonstrate positive attitudes to their learning and

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

are well prepared for their next stage of learning.

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

Children thrive in their independence skills from a young age. They confidently place their belongings away when they arrive, begin to dress themselves and make choices based on their likes and dislikes. Younger children attempt to put their shoes on and enjoy cutting their own fruit, with support from the childminder. Children make choices and enjoy guiding their

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 18:00

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Facts and figures used on inspection

own learning, based on their interests. This helps to prepare children well for their future, including those who face barriers to their learning and/or wellbeing.

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Next steps

The childminder should refine teaching to provide children with sufficient time to practise and consolidate new knowledge and skills. The childminder should review transitions between activities to ensure children have time to prepare and understand what is happening next.

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About this inspection

The inspector spoke with the childminder and children, and parents and carers shared their views, 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. 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. 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 .

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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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