Childminder

Childminder

Unique reference number (URN): 2801105 Registered with Ofsted: 15/10/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children, including those with special educational needs and/or disabilities, make excellent progress from their starting points, specifically in their communication and language. Children receive the necessary support through external guidance given to the childminder, specifically supporting their communication and language skills to enable them to express their needs.

p.2

Achievement Strong standard

Children rapidly gain the knowledge and skills they need for the next stage of their educational journey. As children move on to pre-school, the childminder ensures they are prepared, helping them to be expressive communicators, providing a firm foundation on which to build their future skills. They develop increasing confidence and independence skills. For example, they learn how to help tidy up, put on their shoes, and express their needs. Children are engaged, interested and curious.

p.2

Achievement Strong standard

The focus on children's mental health and emotions enables children to feel secure to learn and the confidence to develop. They develop the skills to persevere and how to manage their feelings and any conflicts.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder supports children to feel settled through well-established routines. All children are extremely familiar with the practices in the setting which contributes to their feelings of security and emotional wellbeing. For example, when the 'tidy up' song begins, children spontaneously begin tidying the toys away ready for the next stage in their day. They know when it is time to wash hands or brush teeth before bed.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder responds with sensitivity to children's individual needs and stages of development. She recognises how children may need additional support and adapts activities to ensure all children can be included. Children demonstrate excellent listening and attention skills and respond well to ample praise.

p.2

Behaviour, attitudes and establishing routines Strong standard

All children have a clear understanding of the expectations in the setting. The childminder acts as a very positive role model. Children copy her actions and phrases. For example, they settle their dolls down to sleep, ensuring they are covered correctly and giving reassurance. They ask their friends how they are feeling. The children demonstrate exceptional behaviour and loving and warm relationships with the childminder and their peers. Children are reminded about using kind hands and being mindful of how their friends feel.

p.2

Children's welfare and wellbeing Strong standard

The childminder prioritises children's health and wellbeing. Established hygiene routines are embedded. All children join in brushing their teeth, understanding the use of a sand timer to time their brushing. Children recognise the importance of hand washing following their outdoor play and after using the toilet, scrubbing away germs. They know how to manage their own care needs, as they look into the mirror to make sure they wash their faces effectively.

p.2

Children's welfare and wellbeing Strong standard

The childminder's committed focus to children's mental health and emotional wellbeing supports children to learn how to express and assert themselves. They find their voices as they interact with their peers, explaining that some interactions are not wanted. They ask each other if they are feeling OK and report back to the childminder about their emotions.

p.3

Children's welfare and wellbeing Strong standard

The childminder supports children to learn how to feed themselves and use cutlery. The children practise chopping their own fruit and vegetables for snack, with the childminder adapting her support according to children's individual needs. They learn to stay safe when eating by being reminded that food must be chopped small, and they understand that they must never leave the table when still eating.

p.3

Children's welfare and wellbeing Strong standard

The childminder teaches children about healthy choices and staying hydrated. They independently access their water bottles and know that before going out, they must put on their sun hats and cream. They also know that being in the shade is often needed to help them stay cool. Older children effectively manage their toileting needs. The childminder responds quickly to children's development and regularly reviews their next steps to ensure children quickly become independent in managing their own care needs.

p.3

Curriculum and teaching Strong standard

The childminder has implemented a highly progressive curriculum with a firm focus on children's mental health and wellbeing. The curriculum is adapted to match children's interests and builds on their prior learning. Her purposeful interactions and accurate knowledge of children's individual learning needs means children make significant progress in their development.

p.3

Curriculum and teaching Strong standard

Physical development is effectively promoted. Children are able to practise their balancing skills on stepping stones, while their fine motor skills are promoted through the intricate use of pincers, as they fill test tubes with small gems during sustained play.

p.3

Curriculum and teaching Strong standard

The childminder is skilled at promoting high levels of communication and vocabulary. She sparks children's interests and narrates children's play as they pretend to be hairdressers. She introduces new vocabulary and enables children to be inquisitive learners who ask questions. Children demonstrate a firm love of books. They independently choose their own books and encourage their friends to do the same. The childminder is skilled at engaging children during story time, encouraging discussion and checking their understanding.

p.3

Curriculum and teaching Strong standard

The childminder ensures mathematical development is promoted explicitly throughout the setting. Children learn mathematical language as they transport water from one vessel to another. The childminder teaches them about filling and emptying, enabling them to learn about capacity and quantity. She helps children to recognise small numbers and find them in the environment. Counting is routinely used throughout children's play and activities. This contributes significantly to children's mathematical understanding.

p.3

Inclusion Expected standard

The childminder identifies, assesses and monitors children's progress through regular observations to determine their next steps. Regular assessments enable her to identify any gaps in children's development and take appropriate steps to support them.

p.4

Inclusion Expected standard

The childminder adapts her curriculum to ensure all children can access the learning on offer. She uses visual aids to support children with speech and communication delays. The childminder ensures children develop an understanding about how people differ and to value their uniqueness. For example, children talk about hearing impairments, and the childminder supports their understanding by reading a story referring to this.

p.4

Inclusion Expected standard

The childminder responds to children's identified needs by seeking advice from other professionals, including at speech and language groups. She ensures strategies are in place to support children while waiting for intervention by external partners. She works closely with parents to engage them, and enables all involved in the children's care and learning to give children the provision they need to continue to develop from their starting points.

p.4

Inclusion Expected standard

The childminder obtains guidance from other professionals to support children with additional needs. However, she has not independently identified specific training to broaden her knowledge and outcomes for these children further.

p.4

Leadership and governance Expected standard

The childminder has a secure understanding of her responsibilities under the early years foundation stage. She uses this to contribute to a well-planned curriculum and safe environment. The childminder has an accurate reflection of her provision. She seeks regular feedback from parents, including at the point children leave her care. She seeks feedback from other childminders she meets up with, regarding her interactions with children, to contribute to her ongoing evaluations.

p.4

Leadership and governance Expected standard

The childminder has a plan to continue to secure ongoing improvement and professional development. She has previously identified areas of safeguarding she was less confident in and ensured further training enabled her to build her knowledge. However, she does not reflect upon professional development deeply and prioritise her learning needs. For example, she does not consistently access other professional development opportunities to embed her knowledge and provide consistently high-quality practice, particularly in supporting children with special educational needs and/or disabilities.

p.4

Leadership and governance Expected standard

The childminder engages well with parents and forms positive relationships. She obtains information regarding children's interests and starting points on entry to the setting. She shares information regarding children's ongoing learning and provides 'learning at home' ideas, to extend children's knowledge and progress their development. Parents comment that the childminder has contributed significantly to their children's development, including supporting any additional learning needs or barriers to children's learning.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children quickly settle in the environment, registering their arrival by putting peg-dolls into a house. Embedded routines ensure the children are confident to explore their surroundings and the well-presented and accessible resources. All children join in circle time, clapping in time to the 'days of the week' song. They are confident communicators and excitedly check the weather outside before confirming what they can see. They look around the room for

p.5

Inspector:

Dawn Woodhouse-Wykes objects to match the colours on the flash cards. This regular activity prepares children for the day of learning ahead.

p.6

Inspector:

Children demonstrate excellent social skills. They mirror the childminder's interactions, phrases and actions as they role play and socialise with their friends. They use caring words as they check on their friends. They work collaboratively as they help each other to fill jugs to move water around the environment.

p.6

Inspector:

Children are very eager to learn and show a vast interest in their surroundings. They are supported to follow their own interests and activities are spontaneously moved on to continue to extend children's learning. Children who may lack confidence are supported to use their voice and develop self-confidence. The childminder supports this through visual aids, expressions of feelings and discussion around how actions impact others.

p.6

Inspector:

Children are progressing very well in their development. Their next steps are swiftly identified as they move on in their learning journey and this is communicated to their parents. This ensures parents are aware of children's progress and what they are working on. Children's learning is firmly embedded. They are helped to recall prior learning and recap on outings and activities, including to the local residential home. They benefit from access to a stimulating outdoor play area where they learn to grow their own vegetables. They know the need to nurture and water the plants before they use the produce in their snacks in the setting.

p.6

Next steps

The childminder should plan to seek out further strategies and access training to support children with a wide variety of needs. The childminder should develop a more precise evaluation of her practice, using her current development plan to consistently focus on training needs and improvement.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.6

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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

p.7

About this setting

Local authority: North East Lincolnshire

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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 .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8