Childminder

Childminder

Unique reference number (URN): 2799793 Registered with Ofsted: 06/09/2024 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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Children's welfare and wellbeing Strong standard

The childminder supports children to make healthy choices. She helps them develop an understanding of nutrition and hydration from an early age. Children drink water regularly and eat healthy snacks. Care practices are responsive to children's needs. The childminder talks to children and sings soothing songs during nappy changes. Children wash their hands independently before and after mealtimes, as well as after care routines. The childminder reinforces the importance of personal hygiene. This helps children understand how to stay safe and healthy.

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Children's welfare and wellbeing Strong standard

The childminder ensures that children are safe and cared for in her home. She follows hygienic procedures when changing nappies and preparing for mealtimes. Children are supervised when eating and enjoy their food with the company of the childminder. She talks to them about their favourite foods and how they can support healthy lifestyles. The childminder is responsive to children's needs, which helps to build emotional security.

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Children's welfare and wellbeing Strong standard

The childminder has clear risk assessments for external visits. These visits facilitate children to learn social skills and to respect others. They integrate with a range of other children when visiting local playgroups. This helps them understand diversity and continue their inclusive attitudes. Furthermore, the childminder supports road safety and water safety when taking children out of her setting. They enjoy going to the beach, the park and soft- play centres, where they can run, climb and negotiate space. This helps support children's and toddlers' core strength from an early age.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities and those who may face barriers to learning, generally achieve well in their development, particularly in their spoken language. Children are content and able to develop at their own pace, which promotes their emotional wellbeing. They demonstrate increasing independence and show a positive 'can-do' attitude. For example, younger children fill jugs of water in the garden and make their own decisions on where to empty them. Children show physical dexterity as they traverse balance beams with agility and confidence. Children also exhibit age-appropriate fine motor control.

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Achievement Expected standard

Toddlers demonstrate a sound understanding of spoken language and can follow simple instructions, such as getting their shoes to go outside. Children who previously used only a few words are now able to name objects and say phrases. Parents explain that they are delighted with the progress their children make here and that their children are excited to come.

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Achievement Expected standard

Children demonstrate their recent learning and development. For instance, toddlers sit up in their chairs and show patience while their healthy snacks arrive. They carefully learn to use cups for drinking water and select the fruit they would like to eat from their own plate. The childminder explains this has been a key focus for development, and the snack time experience is a calm and enjoyable one.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's learning and behaviour. Children are happy in each other's company and know the routines of the day. They understand boundaries well and the childminder conveys expectations clearly. Children typically behave well. The childminder is embedding age-appropriate strategies to support children to follow rules and be respectful. The childminder is a positive role model and builds nurturing and supportive bonds with all children from the outset.

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Behaviour, attitudes and establishing routines Expected standard

Older children are mindful of their younger friends. For instance, they know to allow younger children to have their turn and play cooperatively. Routines are familiar, and this helps to promote children's sense of belonging. The childminder works very closely with families to promote regular attendance and, therefore, consistent routines. The childminder builds respect between all children in an inclusive environment that facilitates children's learning and development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder talks to children and supports them with their play. This helps them stay focused during activities that they enjoy. Children persevere with tasks and show positivity towards their learning. For example, they keep having a go at making large toy ice-cream cones, despite some of the scoops repeatedly falling on the floor.

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Curriculum and teaching Expected standard

The childminder celebrates and values each child as an individual, promoting high levels of confidence and self-esteem. She plans a curriculum framed around a seasonal focus and adapts her curriculum to meet the stage of each individual child's development. This includes those who have any barriers to learning. Through assessing children's progress, she identifies if the curriculum is helping children in their learning and development. Therefore, the childminder typically supports all children well and they make noticeable progress overall. However, occasionally, the childminder does not provide enough opportunities for children to read books or have books read to them. This means some children do not consistently develop a love of books and reading.

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Curriculum and teaching Expected standard

The childminder effectively supports children with their communication and language skills. She models language, uses ambitious vocabulary and sensitively corrects children if they need support. The childminder places children's physical, personal, social and emotional development at the centre of her practice, recognising that these are critically important areas for wider developmental progress. As a result, young children achieve milestones such as walking and talking in a timely manner.

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Curriculum and teaching Expected standard

The childminder builds on children's interests, and they enjoy their learning. Children feel valued and show consistent levels of involvement. The childminder has a focus on building children's independence skills, and they manage their self-care needs well. There is a strong focus on outdoor learning, and children have fantastic opportunities to learn about the world around them as they plant potatoes in their own mini allotment.

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Inclusion Expected standard

The childminder has created a positive and inclusive environment. She forms bonds with each child and is able to understand their uniqueness. She continues this diligent approach through close monitoring and assessment. This supports the childminder to identify next steps in children's learning across all areas of the early years foundation stage. However, occasionally, the childminder does not focus on those next steps despite planned activities being an engaging platform to do so. For example, when children excitedly hunt for treasure, she does not use this to develop their counting skills to extend their learning. This occasionally impacts on the progress children make.

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Inclusion Expected standard

The childminder identifies and supports emerging gaps to help children catch up where possible, and she works closely with parents to overcome and reduce barriers to children's learning. All children, including those with special educational needs and/or disabilities, are warmly welcomed to participate in activities that the childminder has adapted for those present. She consistently provides children with equal attention and praise for their achievements. This motivates children to have a go at activities, which boosts their self- esteem.

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Inclusion Expected standard

The childminder celebrates different cultures and their festivities. As a result, children enjoy different activities such as food tasting and mark-making in honour of their different cultures and traditions. The childminder ensures the learning environment is suitable for all stages of development. Children play in calm spaces with clearly demarcated areas, which supports their understanding and independence. Children can access resources, make their own choices and feel valued in their play. As a result, children are supported to understand and regulate their feelings in an appropriate way.

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Leadership and governance Expected standard

The childminder ensures that mandatory training, such as safeguarding and paediatric first aid, is completed in a timely manner to help to ensure children's welfare. As a result, her vital knowledge remains up to date. The childminder values the opportunity to learn new things for the benefit of children.

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Leadership and governance Expected standard

Partnerships with parents are a strength of the childminder's practice. Parents report valuing the levels of communication and the impact this has on their child's development. The childminder offers advice and guidance alongside updates about each child's progress. She provides ideas that help parents to contribute to their child's learning at home. This promotes a consistent approach to children's learning and experiences.

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Leadership and governance Expected standard

The childminder evaluates her practice based on the success of activities and children's levels of engagement. She typically considers the overall progress children make in their learning and development and next steps, which are shared with parents. Settling-in periods are nurturing and supportive of children and their families. The childminder uses these occasions to obtain important starter information from parents and build a sense of mutual trust and respect. The childminder is professional in her role and enables parents to share their successes at home and any concerns they may have. This helps the childminder to take action to support children and their families swiftly.

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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 enjoy attending this homely setting. They are cared for well and demonstrate that they feel safe in the childminder's care. Children make secure progress from their starting points and typically achieve well in their learning and development. They enjoy their time with the caring and nurturing childminder and feel a genuine sense of belonging. Children develop positive relationships with her and form close friendships with each other. This contributes to the playful and relaxed learning environment provided. The childminder understands that every child is unique and supports their individual needs accordingly. For example, she encourages young children to dig for treasure while older children learn about jewels and use sieves to find them. The childminder considers the care and development needs of all children and helps them to flourish.

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

The childminder plans a broad curriculum for all children's learning. Children enjoy a wide range of activities and have a wealth of resources to choose from. They develop positive attitudes towards their learning. Children decide what to play with and engage with the exciting opportunities available. The childminder uses children's interests to motivate them as they take their next steps. This helps to make learning fun. Children work well together and value each other's input to an activity. They develop important independence skills and confidence in their own abilities.

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

The childminder helps children to achieve developmental milestones, such as learning to walk and becoming toilet trained. Relationships with families are very supportive. The childminder promotes attendance through effective communication and support to meet any specific needs that arise for families and children. She regularly communicates with parents about their child's progress, and parents share information from home. As a result, relationships with parents are strong. This helps to provide a consistent approach for children. Children learn the skills and acquire the knowledge they need to thrive in life. They are well prepared to move on to the next stage of their education, such as nursery or school.

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Next steps

The childminder should ensure that her highly effective teaching and interactions with children are embedded across the curriculum, particularly in relation to supporting children's literacy. The childminder should make better use of all opportunities to extend children's next steps in learning.

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About this inspection

The inspector spoke to the childminder 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

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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

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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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