Childminder

Childminder

Unique reference number (URN): 2787442 Registered with Ofsted: 24/06/2024 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 typically develop skills they need to progress onto the next stage of their learning. Children are supported in becoming independent in self-care routines. For example, children put their shoes on themselves before they go outside. Before mealtimes, children independently wash their hands. Children access a wide range of learning opportunities that meet their ages and stages of development.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities, make steady progress from their starting points. They show enjoyment in interacting and working together to achieve as a group. For example, children take turns in building with magnetic blocks. They create a castle and demonstrate how proud they are of it when showing the childminder. They use resources to develop their fine motor skills and clap their hands when they have added all the hoops onto the stand.

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Achievement Expected standard

Children generally achieve well in all areas of learning. They develop their social skills as they share resources and wait their turn to have a go. Children build their confidence as they independently select what they want to play with, building a positive attitude towards their learning and following their own interests.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and listen to instructions during the daily routine. The childminder adapts her approach to behaviour to meet the ages and stages of all children present. For example, for older children, she takes time to explain why they should share the resources they are playing with and why they should be kind to each other. To praise positive behaviour children give each other and the childminder a high five after they finish tidying up.

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Behaviour, attitudes and establishing routines Expected standard

Children typically attend the setting regularly. The childminder shares the importance of regular attendance and the impact this has on children's development with parents. The childminder works closely with parents to overcome any barriers that may arise.

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Behaviour, attitudes and establishing routines Expected standard

Children show a positive attitude to the daily routine and the transitions between activities throughout the day. For example, after the children have tidied up, older children help to carry the boxes of resources to put them back in the correct storage unit. When out in the local environment, the children listen carefully to the childminder as they cross the road. They take it in turns to look for cars and tell the childminder it is safe to cross, focusing on what the childminder has taught them and applying it to their daily routine.

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Children's welfare and wellbeing Expected standard

The childminder knows children well and has built positive relationships with them. Children typically show confidence in accessing the activities provided. For example, children select their own resources. They get the boxes of toys they want to use out and put them on the floor to share with others. The childminder uses her knowledge of the children to ensure their interests are embedded in learning opportunities. This allows all children to feel a sense of belonging at the setting.

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Children's welfare and wellbeing Expected standard

The childminder has created a routine that ensures children's care needs are typically met. The childminder works closely with parents to develop new routines, such as toilet training. They work together to use the same techniques to provide consistency between the children's home environment and the childminder's setting.

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Children's welfare and wellbeing Expected standard

Children are given a range of opportunities to learn about being healthy. They are provided with healthy, home-cooked meals that they eat together at mealtimes. Children show enjoyment as they select what they want to put on their plates as they eat a variety of fruits and vegetables. The childminder talks to children about the importance of water and how it keeps us hydrated throughout the day.

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Curriculum and teaching Expected standard

The childminder has developed a curriculum that allows children to explore and be curious about the world around them. Independence is embedded in practice and allows children to continually have a go themselves; testing and learning within their play. For example, children use pipettes and select different colours to mix in water. They trial adding different colours together and observe what colour it makes, showing concentration in their learning.

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Curriculum and teaching Expected standard

Children talk to each other throughout the day and the childminder supports this through extending conversations and asking questions. However, the childminder does not yet consistently focus on communication and language within the curriculum to ensure all children reach their next steps in learning and make the progress of which they are capable.

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Curriculum and teaching Expected standard

The childminder skilfully ensures activities are adapted to meet the needs of all children involved. She provides different learning experiences for the children she has, allowing all children to become engaged and interested in the activity. For example, for younger children, additional resources are added to an activity to allow them to be involved as older children are more challenged with conversations.

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Curriculum and teaching Expected standard

Children use mathematics within their play. During a nature walk, they look for butterflies and keep count of how many they have seen. Children match items during role play to pictures that are displayed around the room and talk about the different colours they can see during play.

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Inclusion Expected standard

The childminder generally uses information from parents, along with her own observations, to quickly identify any additional support children may need. Assessments of all children are regularly completed, allowing the childminder to fully understand children's individual needs and the support each child needs within their learning. The childminder confidently plans for all children, using their interests and her own understanding, ensuring they make progress within the curriculum.

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Inclusion Expected standard

The childminder typically works with external agencies to meet the needs of all children. Learning opportunities are adapted to ensure all children are able to access them, allowing barriers to learning to be removed. Parents comment on how supportive the childminder is during referral processes to support the development of their children.

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Inclusion Expected standard

Routines are adapted to ensure all children are able to fully access the learning taking place. The childminder provides additional resources to allow all children to understand what is happening throughout the day and this is extended into the home environment. For example, a picture of a toilet supports children in communicating their needs. This is shared with parents who mirror this approach at home.

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Leadership and governance Expected standard

The childminder reflects on her practice and plans next steps to further improve her practice and the service she offers. The childminder gains feedback from parents to further evaluate her provision. She makes any changes needed regularly. The childminder works with professionals to support the needs of children within her care. She supports a multi-agency approach and works closely with parents to help all children make progress in their development. However, the childminder does not yet consistently work closely with external agencies, such as other settings and schools, to support transitions when children are moving on to the next stage of their education.

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Leadership and governance Expected standard

Parent partnerships are a strength for this childminder. Parents share how responsive the childminder is to the children's needs and how regularly information is shared with them about their children's behaviour. Parents share how the childminder adapts experiences to ensure all children are included. For example, the childminder ensures she has the ingredients for baking she needs to ensure children with allergies are able to be involved.

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Leadership and governance Expected standard

The childminder attends training to ensure she keeps her knowledge and practice up to date. The childminder makes adaptations to improve her provision using the information she has gained. For example, following training, the childminder embedded the use of a visual timetable to support children in further understanding the daily routine. This positively impacts on practice.

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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 typically happy and settled within the welcoming environment the childminder has created. The childminder offers comfort to those children who need a little more support to settle and this allows them to regulate their emotions and join in with activities when they are ready. All children are eager to be involved in activities available to them and show concentration within their learning. For example, children use their imagination as they excitedly interact with each other in a role-play shop. They take food to the childminder and pretend they are eating the role-play food provided.

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

Children's learning is extended by the childminder as she adds new resources during play. For example, the childminder provides children with plastic knives after they talk about cutting up the role-play fruit. They develop their fine motor skills as they practise cutting and chopping. During a nature walk, children talk about the different flowers they can see and what they smell and look like. When they see and do not know a flower, the childminder researches it and tells the children its name.

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

Children learn about similarities and difference between themselves and others. For example, children paint self-portraits and select the colours they want for their painting. Children identify their different features and select the colours they want to represent themselves and their families. The childminder uses her knowledge of all children to ensure their wellbeing is at the centre of their the daily routine. For example, when children are not feeling themselves they get blankets together and have a quieter, more relaxed day. The

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

childminder follows the lead of the children and allows them to make decisions around their learning. This enables children to make steady progress in their learning.

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Next steps

The childminder should strengthen the curriculum for communication and language, supporting children to make the progress of which they are capable in this area of development. The childminder should support children's transitions by building stronger relationships with external agencies, such as schools and nurseries.

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About this inspection

The inspector spoke with the childminder, and 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. 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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