Wheeler, Shiree

Childminder

Unique reference number (URN): 2799722 Registered with Ofsted: 12/11/2024 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 progress in their communication and language and use new vocabulary to express their ideas. They join in enthusiastically when singing songs and dancing and listen attentively to stories. Children recall the names of safari animals and the sounds they make. They follow instructions at snack and tidy-up time and typically manage transitions well.

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Achievement Expected standard

Children develop early mathematical skills as they count play-dough cakes, identify the colours of fruit and name different-shaped cutters. Children handle tools and objects effectively during their play, which helps them to develop the small muscles in their hands and arms. Children who face barriers to learning are supported to achieve their physical milestones. Young children independently access drinking water throughout the day and recognise their own water bottles. They develop social skills by sharing resources and waiting for their turn. As a result, all children are typically well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Warm relationships between the childminder, children and their families create a homely environment and a sense of belonging. The childminder regularly praises children's efforts. This builds children's confidence and helps them to develop positive attitudes towards learning and to play intentionally with resources.

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Behaviour, attitudes and establishing routines Expected standard

Young children typically behave positively. The childminder uses strategies to enable children who face barriers to their learning to manage frustrations and regulate their emotions positively. The daily timetable is an established routine, and transitions are signalled by known songs to help children understand what will happen next. These predictable routines help all children to feel safe and secure. They respond enthusiastically to the tidy-up song, helping to put toys away. The childminder supports children to interact with each other appropriately, sharing toys and taking turns with resources. She focuses their attention on interesting activities and uses stimulating resources to engage them successfully, which impacts positively on their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

At snack time, the childminder models and encourages good manners. Children behave well because the childminder gently reminds them of expectations, such as not putting play dough on the radiator in case it gets stuck, and using 'inside feet' to avoid bumping into others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes attendance and works closely with families to ensure that children attend regularly. As a result, children typically make positive progress.

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Children's welfare and wellbeing Expected standard

The childminder is warm and nurturing. She provides children with positive guidance and encouragement so that they feel secure and confident. The childminder typically supports children emotionally, for instance by being responsive when they have hurt themselves and offering cuddles to comfort them when they are upset.

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Children's welfare and wellbeing Expected standard

The childminder cooks fresh, nutritious food and follows the latest nutritional guidance, which she shares with parents and carers. Children are encouraged to try a variety of foods, including Mediterranean and Caribbean meals, and they are supported to use cutlery independently. However, hygiene practices, such as washing hands before eating, are not consistently implemented to prevent contamination and to keep children healthy. The childminder sits with children at mealtimes and is knowledgeable about choking risks. The childminder follows safe sleep practices for babies and children. Children's comfort during very hot weather is prioritised. They sleep safely wearing minimal clothing, helping them to stay calm and cool.

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Children's welfare and wellbeing Expected standard

Children enjoy daily exercise at a local park, walks along the river and in public gardens. These opportunities ensure that they have regularly access fresh air, which supports their wellbeing.

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Curriculum and teaching Expected standard

The childminder typically supports children well to develop their communication and language skills. She models language and provides a narrative throughout the day, asking questions, introducing new vocabulary and giving instructions for children to follow. This helps children to practise their listening and speaking skills. Children go out daily to local parks where they develop physical skills, such as when playing ball games and climbing on play equipment. Babies enthusiastically post coins into smaller spaces, which strengthens their smaller muscles and physical skills. Children visit splash pools and enjoy sensory activities, such as pouring and filling with water toys and popping bubbles.

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Curriculum and teaching Expected standard

During group times, the childminder sings familiar number songs that children enthusiastically join in with, taking active roles. Children count the 'cakes' they have made out of play dough and name different shapes as they press cutters into them. They enjoy listening to stories, turning pages and feeling different textures or pressing sound buttons to listen to. The childminder makes regular assessments of children's progress. She considers gaps in children's learning and generally tailors the support that children receive to reduce barriers that may affect their learning and wellbeing.

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Inclusion Expected standard

The childminder has previous experience of caring for children with special educational needs and/or disabilities (SEND). She generally understands inclusive practice, including the importance of early identification of needs, raising concerns with families, signposting them to, or making referrals to, other SEND or medical professionals.

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Inclusion Expected standard

The childminder explains how she would seek the advice of other professionals to help her create targeted plans to support children and gather reports to support further funding applications. The childminder has taken steps to access inclusion training through her local authority, as she recognises the need to strengthen her knowledge of current SEND strategies in preparation to support all children in her care in the future. The childminder offers settling-in sessions for children and gathers information about children's care needs and preferred ways of learning. She carries out assessments to track children's progress, which allows her to set next steps to target any gaps in their learning. She adapts and tailors experiences to ensure that all children achieve well. For example, the childminder sources and helps children to use specific walking resources to support them to reach their physical developmental milestones. She provides sensory resources to support

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Inclusion Expected standard

children's emotional regulation, where they may need support with this.

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Leadership and governance Expected standard

The childminder is a dedicated leader with a clear vision for developing the quality of her provision. She generally has a sound understanding of the setting's context and areas for development. This includes the need to prioritise inclusion training and enhance her knowledge of the local special educational needs and/or disabilities offer of support available so that she can meet the needs of any children who may face barriers to learning and wellbeing. The childminder typically supports children's care routines. However, routine hygiene practices, such as helping children to wash their hands before eating, are not consistent.

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Leadership and governance Expected standard

The childminder participates in local childminder networks to learn about best practice. She establishes a culture of mutual support and teamwork with any assistants she may work with by providing professional training and regular constructive feedback. She recognises the importance of safe recruitment and provides wellbeing support for any assistants, helping them to contribute positively to the provision.

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Leadership and governance Expected standard

The childminder has established trusting relationships with parents and carers. By working closely with them, she can monitor children's progress and ensure open, ongoing discussions and tailored support. Parents are appreciative of her regular updates and notice the progress their children make with their vocabulary and physical skills. The childminder shares key information to support successful transitions when children move on to nursery.

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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 and their families benefit from the positive community the childminder has created. The childminder is attentive and affectionate, and children feel safe and secure. Children's individual needs are met, as the childminder tailors sleep and feeding routines to their preferences, for instance. Children enjoy a range of learning opportunities. They go on daily trips to the park and nearby museums. When learning about different animals, children visit the museum and the theatre to see a performance of the familiar story, 'Dear Zoo', for instance. These life experiences enrich their learning and deepen their knowledge of the wider world.

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

Children learn about a range of cultures and celebrations, such as Diwali, through looking at books and doing related craft activities, for example. They eat Mediterranean and Caribbean-themed meals at lunchtime, so they begin to understand more about cultural differences. Younger children and babies enjoy manipulating play dough with their fingers and cutters, so they can experiment and develop their control and coordination. Children are confident learners who engage fully in activities and approach them with enthusiasm. They take turns to get up and dance while their friends sing and clap for them. This builds children's confidence and enables them to express themselves freely.

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

During group times, children wait patiently for their turn to select a song for everyone to sing. This makes them feel that their choices are valued. Babies and younger children settle securely with the childminder before joining in at playgroups, where they strengthen their social skills. Children who face barriers to their learning progress well from their starting points because the childminder adapts activities based on their individual needs. This helps to support them to reach key milestones. Children are encouraged to put their own shoes on and use cutlery to eat so that they develop independence skills in preparation for school.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 19:00

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Facts and figures used on inspection

The childminder works with families to encourage regular attendance. As a result, children attend regularly and thrive.

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Next steps

The childminder should improve the consistency of handwashing before mealtimes to support children's self-care routines. The childminder should widen her knowledge of special educational needs and/or disabilities practices and become more familiar with the wider local offer of support to enhance outcomes for children further.

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About this inspection

The inspector spoke with the childminder, assistants 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. 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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