Childminder

Childminder

Unique reference number (URN): 2801194 Registered with Ofsted: 06/09/2024 Registers: EYR, CCR

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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 generally make appropriate progress from their starting points, across all areas of learning. Children with gaps in their learning or with other barriers or challenges make steady progress as a result of appropriate support. All children work steadily towards their next stage in education, such as pre-school or school.

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Achievement Expected standard

Children develop age-appropriate language and communication skills, confidently including others in their play and discussions. They generally develop a widening vocabulary and increasing articulation, and babies babble and copy words during interactions. Children begin to count and recognise numbers and colours with increasing competence. They demonstrate kindness towards others, collecting outdoor clothing for their younger friends, for example. Children are keen to show their independence and skills, such as choosing their own clothes and putting on their own shoes and boots. They typically develop skills and knowledge to support them in life and learning.

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Behaviour, attitudes and establishing routines Expected standard

Children typically behave well, and the childminder is a positive role model. She is a calming influence when children become frustrated and helps them to get along and to play together. For example, the childminder is mindful of children of different ages or who require additional support to manage their feelings and actions. Where disputes occur, the childminder quickly helps children to resolve these and to understand how their friends might feel. This typically helps to create a harmonious play environment where children enjoy their time with the childminder, know the routines of the day and play happily with one another.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is mindful of helping children to focus on key tasks. For instance, she plays stories and songs on a children's radio to support their choices and to give them ownership over their learning as they play. She limits background noise at other times to help children focus as needed. The childminder offers enthusiastic praise for children's efforts and achievements, such as with toilet training. She encourages children to celebrate with their friends. Attendance is generally supported and promoted appropriately, with a view to helping prepare children and families for the next stage of their learning, such as for school, where prompt and regular attendance is expected.

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Children's welfare and wellbeing Expected standard

The childminder's practice generally supports children's welfare and wellbeing in an inclusive manner. Routines are adapted as needed to support children's ages and stages of development. Positive, warm relationships support children's emotional security. Babies enjoy cuddles, and children approach the childminder for comfort. For example, children with limited understanding benefit from strategies such as visual cues to help them understand what will come next in their day, for example nappy changes or mealtimes. The childminder helps children to understand and begin to manage their feelings and responses through age-appropriate discussions. Routines for eating and sleeping are appropriate and help to keep children safe. Children learn to stay seated while eating when they enjoy sociable mealtimes with their friends. The childminder stays up to date with guidance and amends practice as required to support

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Children's welfare and wellbeing Expected standard

children's safety. She typically talks to children and families about healthy food options, and they understand that rest is important for children's learning, development and physical health. On occasion, younger children do not benefit from consistent practice to support their health and physical wellbeing fully. For instance, hygiene routines do not consistently support babies who crawl.

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Curriculum and teaching Expected standard

The childminder demonstrates understanding of what children need to learn next and how to plan for their development. She understands how children learn and is mindful of different approaches to support their differing needs. On occasion, particularly during group activities, the delivery of teaching is not consistently aligned with the curriculum intent for children of different ages. Learning, at times, is therefore more incidental, and children do not fully benefit from the planned experiences. Where children require additional support, resources are adapted and the learning environment is considered to support their engagement.

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Curriculum and teaching Expected standard

The childminder supports children's language skills and promotes a love of books and stories through daily practice. She discusses some early mathematical concepts and number sequences as they play. The childminder knows children well and helps them develop emotional security through the close bonds that they share with her and each other. Children have opportunities to develop their physical skills through dance, jumping and climbing. They are developing coordination and control. The childminder plans activities where children can use smaller tools to promote their small-muscle movement. The childminder is mindful of helping children understand their similarities and differences using stories and celebrating children's heritage and family dynamics, which gives them appropriate context for their learning.

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Inclusion Expected standard

The childminder understands the importance of identifying children's individual needs and addressing any gaps in their learning and development promptly. She identifies starting points and monitors progress, communicating well with parents and carers from the outset. Support is typically amended as children's needs change. The childminder generally works well with other professionals and seeks advice and support to help children make appropriate developmental progress. For instance, she liaises with area special educational needs coordinators to ensure that support is tailored to children's individual needs. She understands referral procedures and helps parents to access additional funding to support their children and families.

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Inclusion Expected standard

The childminder accesses appropriate training to enhance her professional knowledge and to support children, including those with special educational needs and/or disabilities (SEND). For instance, she is currently undertaking specific training to help her support children with SEND to an even higher level. The childminder makes adaptations to provision and practice, such as using visual aids to support children with more limited understanding. Typically, all children, including those with SEND and other barriers to their learning and development, make appropriate progress in their learning and development.

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Leadership and governance Expected standard

The childminder has a general understanding of the setting's context and of areas for development within her provision. For instance, she wants to develop the outdoor area further and to forge more secure links with other settings that children may attend. The childminder sources professional learning to enhance her understanding and practice. For instance, she is part way through courses about child development and special educational needs and/or disabilities. The childminder attends groups and network meetings to share practice ideas with other childminders and receives regular updates and guidance from her local authority. She is receptive to advice and ideas to improve her practice further, for instance, around the consistency of teaching and delivery of planned activities and curriculum intent for children of all ages.

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Leadership and governance Expected standard

The childminder typically engages well with other professionals and families to promote continuity in children's care and learning. She seeks out the views of parents and carers regularly and acts swiftly to address any points raised. The childminder supports parents and carers well, helping them to access additional funding to enhance their family life and their children's experiences. She offers guidance to families around child development and parenting issues. Regular discussions and updates help parents to understand their children's progress and next steps in learning.

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

Children enjoy their time with the kind and friendly childminder. They are confident in her home and her care, and their opinions are considered thoughtfully. The childminder regularly asks children for their views, and for their help, during the day. They develop the confidence to express their feelings and personalities. Children and babies enjoy close and secure relationships with the childminder, which helps them to feel safe as they play and learn. They typically behave well and enjoy one another's company, showing thought and care for others, particularly their younger friends.

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

Children enjoy a range of activities and outings that typically support their learning and development. They enjoy regular visits to playgroups, libraries and parks. Children learn social skills, mix with others and begin to understand more about their community and their place in society and the world. Sessions at school-based playgroups and at settings that children also attend or will move on to help to support familiarity with new routines and environments prior to attending. This helps promote smooth transitions when the time comes for children to move on. Outdoor play is frequent and enjoyable and supports learning across a range of areas of learning.

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

Families are welcomed, and their individual contributions are valued. Their views are sought out and acted on, and their heritage is celebrated. Parents and carers are invited to share celebrations, songs and food from their cultures, for instance. Children with barriers to their learning typically benefit from support that helps them to make progress. Provision is adjusted appropriately to reduce any barriers to engagement, where possible. Attendance is promoted and monitored well to support families in preparation for school routines. Children generally thrive and are well prepared for their future learning and for life.

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Next steps

The childminder should reflect on how activities and teaching are organised and delivered to support children of different ages and stages of development to an even higher level, particularly during group activities. The childminder should consider how provision is organised to promote children's health and physical development more consistently, particularly for the youngest children.

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About this inspection

The inspector spoke with the childminder and children, and reviewed feedback from parents and carers, 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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About this setting

Local authority: Westmorland and Furness

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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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Our grades explained

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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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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