Childminder

Childminder

Unique reference number (URN): 2803190 Registered with Ofsted: 17/09/2024 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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Achievement Expected standard

Children, including those who face barriers to their learning and/or wellbeing, typically make progress in their learning. This supports children to gain the skills they need in preparation for their next stage of learning, including on to school. Children demonstrate their physical abilities as they jump, run and climb. They practise more intricate physical skills, such as when turning the pages of books or holding pens, as they draw and colour in their drawing books. Children learn new words, such as 'chrysalis', and use key vocabulary. They begin to repeat familiar phrases from their favourite stories, such as 'The Gruffalo'. This supports children's early literacy skills and communication. Children begin to interact with their peers as they cuddle them and stroke them on the back, in a gentle way. They develop trusting relationships with the childminder and confidently seek her out when needed.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a calm and positive environment for children. She uses gentle reminders, such as 'kind hands', to help children begin to learn what is expected of them. The childminder adapts these to ensure they meet children's individual needs. This helps to reduce barriers to children's learning. The childminder offers children praise and encouragement with every achievement, no matter how big or small. She is a positive role model for children and they look up to her for guidance. This helps children to develop trusting, caring and nurturing relationships with the childminder. Children begin to develop their own friendships with their peers as they call for them during snack time. Children learn about others and how to be kind and gentle. The childminder supports children with their turn-taking and sharing. She is quick to manage small conflicts that arise. The childminder uses age-appropriate discussions to help children begin to learn boundaries and understand

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Behaviour, attitudes and establishing routines Expected standard

the consequences of their actions on others. This encourages children's resilience and patience. Children's attendance is consistent and the childminder promotes this with parents and carers.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has implemented various opportunities throughout her daily routines that encourage children's exploration. Children are curious about their environment and typically engage well with some routines, such as washing their hands and sitting down for mealtimes. However, the organisation of other routines within the day are not as consistent. For example, the childminder does not make it clear to children what is happening next. This does not help children to recognise what is expected of them, impacting on their focus and engagement.

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Children's welfare and wellbeing Expected standard

The childminder has developed positive relationships with children and their families. She knows children extremely well. A consistent two-way flow of communication with parents and carers ensures the childminder keeps up to date about children's individual care routines and needs. This enables the childminder to adapt routines when needed, including sleep times. The childminder places the wellbeing of children at the heart of her practice. Children enjoy daily fresh air, on trips out with the childminder. She recognises the importance of children developing their large-muscle skills and provides opportunities for them to do this. The childminder helps children to learn about their personal safety. For example, she talks to children about needing a hat, sun cream and water on hot days. Children develop their independence as they help to apply their own sun cream and to gather their belongings. During snack time, children explore new healthy foods, such as

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Children's welfare and wellbeing Expected standard

celery. The childminder is currently renovating an allotment, to help teach children more about where food comes from. The childminder recognises the impact of items, such as dummies, on children's teeth. However, she does not provide opportunities within her curriculum to help children to learn about the importance of oral health. This does not help children to build their awareness of healthy choices.

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Children's welfare and wellbeing Expected standard

The childminder introduces emotions and feelings to children through familiar books and stories. She labels her own feelings, such as hunger, tiredness or thirst. This helps children to begin to connect with and understand how they feel, at their expected levels of understanding and learning.

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Curriculum and teaching Expected standard

The childminder delivers a varied curriculum that reflects children's interests and next steps in learning. She places a keen focus on helping children to explore their learning through a nature-based approach. The childminder carefully tracks and monitors children's learning and uses her knowledge of child development to extend and follow their lead. She uses her interactions to provide a well-sequenced approach, knowing what children can do and what they need to know next. For example, when children spot a bee outside, the childminder talks about what bees make and refers to their recent visit to buy honey. This helps children to connect their learning and remember what they have learned.

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Curriculum and teaching Expected standard

The childminder provides an environment rich in language, where she consistently narrates to children. She uses nappy changing times to help children to learn about body parts, such as arms, legs and toes. Children enjoy songs, stories and rhymes, including a 'washing hands' song. The childminder promotes children's communication and language, helping children to develop key words, such as 'butterfly'. Children start to speak in short sentences and babble as they begin to make links between words and objects. The childminder provides opportunities for children to develop early mathematical skills through their play. She models positional language and children enjoy number rhymes. However, at times, routines are not as consistent, and the childminder's adult-led activities do not fully engage children. This means, at times, children lose focus on the intended learning outcomes.

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Curriculum and teaching Expected standard

The childminder provides additional learning experiences for children. These include forest school sessions to support their regulation and calmness, through exploring and learning about nature. Alongside this, children enjoy developing their large-muscle skills during their sports day, planned with other local childminders. The childminder uses these experiences to further support children's personal, social and emotional development.

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Inclusion Expected standard

The childminder provides an inclusive environment and has high expectations for children's learning and development. She uses effective assessment procedures to identify any emerging gaps in children's learning. The childminder works closely with parents and carers to gather information right from the start. She uses this information, alongside her own observations, to form precise starting points for children. The childminder generally implements effective support, including strategies to support children's speech and language, such as visual flashcards. She typically shares ideas and tips with parents, to support continuity between home and setting.

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Inclusion Expected standard

The childminder demonstrates her knowledge through her well-sequenced approach to implementing support for children. This helps to reduce barriers to children's learning and/or wellbeing. The childminder knows when to seek additional support from external agencies and completes the statutory progress checks when children are aged between 2 and 3 years. She liaises with local health visitors to share these, and signposts parents to seek additional support when needed. The childminder makes adjustments to the environment to suit children's individual learning needs and styles. She has recently researched 'schemas', helping her to identify ways in which children learn. This generally helps children to access their preferred way of learning, including lining objects up or adding and removing items from boxes. This helps all children to make progress from their starting points.

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Inclusion Expected standard

The childminder explains clearly how she would use additional funding to support children's experiences. For example, she explains how funding could be used to provide opportunities for children that they may not have access to at home.

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Leadership and governance Expected standard

The childminder demonstrates clear intent and an overview of what she wants children to learn. She understands the importance of refreshing her knowledge in line with current updates. The childminder reviews her policies and procedures to reflect any changes to legislation, such as safer sleeping. This ensures children are kept safe. The childminder is currently completing training on a teaching style that promotes a nature-based approach to children's learning, supported through real-life experiences. She makes decisions based on the best interests of children and families.

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Leadership and governance Expected standard

The dedicated childminder is committed to her role and responsibilities. She uses reflection as part of her day-to-day reviews of her provision. This helps the childminder to identify what is working well and any areas for improvement. For example, she has reduced her workload to ensure she has maximum time with the children. The childminder works closely with another childminder to reflect on their practice, sharing ideas and strategies to support children's learning and development. However, the childminder has not yet embedded a consistent approach in reflecting on the curriculum, to help raise the quality of teaching and learning further.

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Leadership and governance Expected standard

Parents report that the childminder is 'nurturing and professional'. They value the consistent information they receive about their child's day and learning. Parents report on the progress of their children's development, particularly in their social, physical and communication skills. Children enjoy attending the home-from-home environment.

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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 arrive eagerly and separate from their parents and carers confidently. They quickly settle in and explore the activities on offer. This demonstrates children's confidence and shows that they feel safe and secure in their environment. The warm, nurturing and encouraging space the childminder has created helps children to begin to develop their age- appropriate interactions and play, alongside their peers. Children seek out the childminder, enjoying cuddles and reassurance when needed. This helps children to build positive relationships, supporting their emotional wellbeing. Children benefit from the effective

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Inspector:

Chelsea Woollard partnerships between the childminder and parents. Parents report that they feel valued, supported and part of their children's learning. This creates a consistent approach to children's learning and wellbeing.

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Inspector:

Children enjoy exploring the well-planned environment. They show a keen interest in mark making when using their drawing books to create their pictures. This encourages children's expressive designs and builds their hand strength. Children point to their artwork, which the childminder has displayed. They begin to feel pride in their achievements, raising their confidence and self-esteem. Outside, children develop their finger strength when squirting water from bottles. Children have fun and show curiosity and motivation towards their learning. Children including, those who face barriers to their learning and/or wellbeing, access an inclusive environment. All children make steady progress across all areas of learning.

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Inspector:

Children develop the emerging independence skills expected for their age. They wash their hands with little support, know where their belongings are kept and have a go at putting their shoes on. Children begin to self-serve their own snack and can feed themselves independently. The childminder promotes children's attendance and punctuality with families, supporting positive habits for the future.

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Next steps

The childminder should review and adapt the curriculum to help children to gain knowledge of the importance of their oral health. The childminder should review the organisation of adult-led activities, to ensure children remain focused and engaged. The childminder should implement more consistent routines for children, helping them to understand what is happening next.

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About this inspection

The inspector spoke with the childminder, children and 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 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 : 07:30 - 17:00

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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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