Childminder

Childminder

Unique reference number (URN): 2805311 Registered with Ofsted: 01/10/2024 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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Achievement Expected standard

Children gain the skills and knowledge they need to support the next stage in their education and typically achieve well. They show through their interactions that they feel valued and included because they are well supported by the childminder. Children show confidence to talk about their thoughts and ideas, using words that they learn as they interact with the childminder. During a water-tray activity and outdoor play, children confidently count items and identify colours they see in the environment.

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Achievement Expected standard

Children develop in confidence and show positive engagement skills during imaginative free play. All children, including those with special educational needs and/or disabilities, make steady progress from their individual starting points. Children use a variety of suitable kitchen utensils that help develop fine motor skills and coordination as they cut and mash fruit to make frozen ice lollies. Children gain increasing physical control as they walk and play outside, with some using balance blocks. The development of children's independence is encouraged, which is demonstrated by age-appropriate self-help skills, such as self- serving and self-feeding during mealtimes.

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Behaviour, attitudes and establishing routines Expected standard

Children develop meaningful and secure relationships with the childminder, which helps them feel safe and secure. The childminder teaches children the importance of treating others with kindness and is a positive role model. This helps children know what is expected of them and supports creating and maintaining positive relationships. As a result, children are typically positive towards learning and treat each other respectfully. Any small unwanted behaviours are sensitively managed so that children understand the impact of their behaviour. There are clear routines during transitions that contribute to the high expectations of children, such as tidying up before mealtimes. However, this is not fully consistent and does not yet enable children's best possible behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to manage their own personal needs. For example, children wash their hands before snack time and self-serve where appropriate. As a result, children typically adopt positive hygiene practices. The childminder works in partnership with parents and carers to help children attend the setting regularly. She is knowledgeable and quick to identify any patterns of non-attendance, exploring appropriate ways to support parents and children's individual needs, if applicable.

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Children's welfare and wellbeing Expected standard

The childminder builds positive secure relationships with children and knows them well, including their next steps. She is respectful towards children and has their best interests at heart. The childminder is an excellent role model to support children in being kind and respectful towards each other. She encourages children to talk about their feelings. As a result, children are confident, settled and have a sense of belonging. The childminder promotes and teaches children about a healthy diet. This helps motivate children to make their own healthy choices and develops their understanding of how to follow healthy lifestyles. For example, during an ice-lolly making activity, children have the opportunity to explore and taste a mixture of fruits. This helps develop curiosity and confidence in exploring different foods. Mealtimes are well supervised and staff model positive social interactions. While children eat, the childminder sits alongside them and

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Children's welfare and wellbeing Expected standard

ensures that their food is cut appropriately. She works closely with parents to identify any food-related needs. Children are encouraged to manage their own personal care routines with increasing independence, such as self-serving and washing their hands before eating. These opportunities contribute to children building confidence and developing their self-care skills. As a result, children generally adopt positive hygiene practices. Sleeping arrangements are effective and very well monitored.

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Curriculum and teaching Expected standard

The childminder has developed an inclusive curriculum that is designed to help children gain the necessary skills, knowledge and understanding they need to be suitably prepared for their next stage of learning. This helps meet children's individual stage of development, including children with special educational needs and/or disabilities. As a result, children are typically engaged in their learning.

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Curriculum and teaching Expected standard

The childminder makes suitable use of the inside and outside space to create a high-quality environment. She demonstrates that she knows children and their individual needs well and builds on the secure bonds with children to engage them in learning. This is done through children's interests and the experiences that she introduces, adapting them to meet the needs of all children. During an ice-lolly making activity, the childminder includes age- and stage-appropriate mathematical language and concepts, such as measure, number and shapes. Children also develop their fine motor skills, which helps improve independence. Outside, children use balance blocks, which contributes to their physical development. Children join in with well-known songs, which supports their early language skills.

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Curriculum and teaching Expected standard

Regular assessment helps with future curriculum planning for children's next steps and has children's interests in mind. Children and babies develop warm relationships with the childminder, who is responsive to their needs. During an outside water-play activity, the childminder's assistant interacts pleasantly with babies, which develops their confidence.

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Inclusion Expected standard

The childminder uses their knowledge and experience that promotes inclusion for all children. She understands how to identify, assess and support children with special educational needs and/or disabilities and any children who may face other barriers to their learning and/or wellbeing. This means that the childminder is able to recognise and act on potential delays in a child's development. The childminder works in partnership with parents and carers to make sure children are appropriately supported in relation to their individual needs. Where applicable, she works with external professionals to seek advice and implements strategies where relevant to support individual children, such as a specific speech and language approach. This helps support the child's speech and language development. Generally, the support from the childminder reduces barriers to children's learning and wellbeing so that they are able to make progress from their starting points. The

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Inclusion Expected standard

childminder understands how to allocate additional funding for disadvantaged children appropriately, with the individual child's needs in mind.

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Leadership and governance Expected standard

The childminder is an active and well-regarded member of her community. She is knowledgeable, experienced and makes decisions that are in the best interests of children and families. She has a clear understanding of her responsibilities and demonstrates suitable awareness of the setting's strengths and areas for development. There are appropriate systems and procedures in place to support the safe and effective running of the setting.

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Leadership and governance Expected standard

The childminder works closely with parents and carers to support children's learning, wellbeing and transitions. Parents speak positively about the support they receive and value the childminder's communication, flexibility and commitment to meeting children's individual needs. They report fondly on the progress their children make, particularly in developing in confidence and independence.

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Leadership and governance Expected standard

Although there are currently no children in receipt of additional funding on roll, the childminder has a clear understanding of how such funding could be used to support children's individual needs. For example, she explains that she would use funding to purchase resources tailored to children's interests and needs.

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Leadership and governance Expected standard

Generally, the childminder keeps her knowledge of new requirements up to date and accesses a career coach to aid self-development and awareness. The childminder is mindful of her own workload and that of her assistants, who express a love of working at the setting. The childminder reflects on her practice and makes changes that have a positive impact on the children's outcomes, such as adapting the activities to meet the varying interests of the children.

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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 their time at the setting and typically show a positive attitude to their learning. The childminder knows children well and plans activities based on their interests and needs. The atmosphere is homely and respectful. Children are encouraged to talk about their feelings and are confident in the environment and the activities that they have freely chosen.

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

Children and their families benefit from the trusting relationships built with the childminder to support attendance and share the celebration of progress through a secure app. This supports children's sense of belonging and their confidence. Children show a clear understanding of the daily routines and typically respond positively to the childminder's guidance. For example, children know they need to tidy up and wash their hands before lunch.

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

Children typically achieve well and make steady progress in being independent due to the opportunities provided through the curriculum. Children are supported to develop their communication, language and understanding of early mathematical concepts, such as measure, size and space, which helps prepare them for their next stage of learning. Children with special educational needs and/or disabilities and those who experience other barriers to their learning are supported effectively. The childminder accurately assesses children's needs and progress, helping her to identify any gaps in learning. As a result, children make progress over time from their starting points.

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

Children benefit from an environment that offers suitable opportunities for exploration and investigation. They enjoy regular outdoor play, visits within the local community, and activities that help them learn about healthy lifestyles and the world around them. The childminder supports children's emotional wellbeing appropriately and responds sensitively

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Facts and figures used on inspection

to their individual care needs. As a result, children develop the skills and knowledge they need for their future learning in this caring setting.

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Next steps

The childminder should embed a harmonious culture so that it enables children's best possible behaviour. The childminder should embed well-structured routines that motivate children to develop long-lasting healthy habits so that they consistently make their own healthy choices.

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About this inspection

The inspector spoke with the childminder and their assistant 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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