Li, Na

Childminder

Unique reference number (URN): 2804595 Registered with Ofsted: 16/10/2024 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

The childminder provides children with a broad range of activities and opportunities that they can select for themselves. Children treat each other with care and respect as they work together harmoniously and share resources. This supports them to be continually engaged in purposeful play. Older children access practical life activities to promote their independence. For example, they select an activity that meets their interest and, once they have completed the activity, they put it away back on the shelf. Children are aware that these tasks have a clear, sequential beginning and end, which provides them with a sense of order and reinforces their sense of capability and responsibility.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well. The childminder has high expectations of them. For instance, the childminder has clear routines and house rules that help children to learn what is expected of them from an early age. Children demonstrate familiarity with the setting's expectations. At mealtimes, older children are reminded that they are role models, which helps them develop leadership, empathy and self-awareness while encouraging positive behaviour in younger children. The childminder offers children frequent praise and encouragement, which supports them to persevere and develops their confidence. The childminder understands the importance of following up on non-attendance and lateness. For example, parents are contacted if children do not arrive by 9.30 am. This helps promote children's safety and punctual attendance and establishes a baseline for a child's lifelong learning.

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Achievement Expected standard

Children make steady progress from their starting points. The creative curriculum allows children to practise and develop key skills, practise new skills and build in confidence. Older children expertly use their language to make their needs known, such as requesting a particular game or story. Children demonstrate effective questioning skills and confidently ask the childminder 'Who is the stranger?' when they do not know the visitor. The childminder repeats words clearly for younger children as they learn to talk, helping develop their listening and attention skills.

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Achievement Expected standard

On a weekly basis, children interact with a wider range of friends as they attend music groups and visit the local library. This supports them to build on all other areas of learning further, including their social and literacy skills. In turn, older children are well prepared to start school. They are confident individuals who persevere with mastering new skills. They learn how to care for themselves and build independence as they put on their own shoes for garden play.

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Children's welfare and wellbeing Expected standard

Parents share detailed information about their children before they begin supporting their transition into the setting. This helps the childminder to get to know the children so they feel cared for and swiftly settle into their new surroundings. The childminder engages in meaningful interactions with the children. This helps to promote children's sense of belonging and their emotional wellbeing. They consistently seek her out to share their thoughts, ideas and work. The childminder excitedly joins in their play and gets down on their level to play and interact with them.

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Children's welfare and wellbeing Expected standard

The childminder provides children with a healthy, balanced diet. She develops their knowledge of healthy eating through play activities and mealtimes. The childminder uses these opportunities to talk to the children about the nutritional value of foods. This positively impacts children's understanding of developing a healthy lifestyle. For example, children explain, 'Milk is good for your bones.' The childminder encourages children to take part in robust hygiene routines. Children are encouraged and reminded to wash their hands before eating and after using the toilet. The childminder supports children to learn about their emotions. For example, she provides emotion monster teddies that help children to identify their feelings. During circle times, they talk about different emotions and make the faces to reflect these. This encourages children to develop appropriate emotional literacy.

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Curriculum and teaching Expected standard

The childminder has created a well-sequenced curriculum that builds on children's interests. There is an emphasis on teaching and promoting children's independence, coordination, communication and language. She provides a range of experiences that enable children to explore. Children's early mathematical development is promoted through counting and conversation. The childminder encourages children to count slowly and use their finger to point as they count. This helps children to be more accurate when counting items. The childminder supports children to develop their hand–eye coordination as they manoeuvre cars with crayons attached to them to create marks. This captivates children's interest and encourages their early writing skills.

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Curriculum and teaching Expected standard

The childminder monitors children's progress and outlines their 'wow moments' and next steps, which she shares with parents. Children develop important key skills through a variety of play choices the childminder plans. For example, children's small motor skills are promoted as they access realistic-looking fruit and vegetables made from stone. They use them to press and prod into the dough to make an impression of the textured surface or create pizzas with them. Children engage in meaningful discussions with the childminder about their pizza and their favourite food. At times, the childminder introduces the Mandarin names of the fruits and vegetables to enhance children's love of language. However, not all children have the opportunity to see or hear their home language within the setting.

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Inclusion Expected standard

The childminder understands children's progress. She knows each child's individual development and where they may need additional support and help. When children first start in her care, she works closely with parents to find out children's starting points. The childminder demonstrates a positive attitude to inclusion. Her planning is created to support the varying ages and stages of development of the children in her care. She understands her responsibility to identify barriers to learning and the importance of putting systems in place to support children's needs. For instance, children with delays in areas of their learning are quickly identified. The childminder creates meaningful next steps to enhance their areas of development. She is aware she is responsible for seeking advice from outside professionals, with parental agreement, if further support is needed.

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Inclusion Expected standard

Children who speak English as an additional language are welcomed within the setting. The childminder is aware that maintaining children's home language strengthens their identity and cognitive development. However, not all children are supported to see or hear their home language within the setting. As a result, some children's language and skills are not promoted to the highest level.

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Leadership and governance Expected standard

The childminder provides a safe and secure environment for children to play. She has clear expectations of what she wants the children in her care to learn and the experiences that she wants them to gain. Overall, the childminder uses self-evaluation to identify areas she does well and implement plans to make further improvements. For instance, the childminder has improved her garden area to provide learning experiences outdoors that engage and stimulate children. She develops appropriate partnerships with parents to obtain feedback to help evaluate the quality of her practice and identify areas to further improve, all of which supports her to raise the quality of her setting and practice.

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Leadership and governance Expected standard

The childminder obtains information about the settings children attend from their parents. This enables her to gain details of children's development reports and areas of development. She encourages parents to share her termly reports with settings to foster children's continuity of learning. The childminder has a positive attitude towards her continuous professional development. Since registration, she has completed several training courses. For example, the childminder has completed food hygiene and safer eating courses. This has helped her improve how she helps children to develop their knowledge of healthy and safe eating.

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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 provided with a safe and welcoming environment. They develop solid bonds with the childminder, her family and their childminding friends. Children arrive happy and separate from their parents and carers with ease. The childminder knows the children well and offers learning experiences inspired by a number of child-centred educational philosophies. This encourages children to be curious learners who eagerly explore. The environment is thoughtfully arranged to provide a varied range of resources and activities

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About this setting

Unique reference number (URN): 2804595 that reflect children's interests and support their engagement and learning. Children have ample opportunities and time to confidently make independent choices in their play.

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About this setting

Children have access to an organised outdoor area that promotes their creativity and imagination. For example, children are captivated in the ice-cream shop as they create ice- cream cones. They confidently use scoops with scented foam to fill their cones and use coloured pom-poms as sprinkles. Children have weekly opportunities to be physically active while on outings. They regularly visit places such as local parks, soft play areas and music groups to develop their body control and coordination.

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About this setting

Children extend and build on their increasing vocabulary as they interact with props from 'The Hungry Caterpillar' story sack. They use words such as 'cocoon' and confidently name the food the caterpillar consumed. The childminder consistently speaks about what is happening and asks open-ended questions to promote children's speech and language. All children are encouraged to be independent and to take an active role during daily routines. For example, children at snack time pour out their own milk from jugs and use tongs to serve themselves fruit. This enhances children's motor skills, self-confidence and readiness for school. The childminder builds strong relationships with parents, who speak positively about the setting.

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Next steps

The childminder should review the implementation of the experiences for all bilingual children to embrace their home language within the setting, to promote their languages to the highest level.

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About this inspection

The inspector spoke with the childminder 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. Type: Childminder

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About this inspection

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

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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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