Childminder

Childminder

Unique reference number (URN): 2808593 Registered with Ofsted: 11/11/2024 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 develop the social skills they need because the childminder helps them to take turns and share with others. She recognises when children have made a good choice and praises them. This gives children confidence. Children feel safe and go to the childminder with worries or concerns because of their warm and trusting relationship with her. The familiar routines help children to feel secure and ready to learn.

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Achievement Expected standard

Children typically learn the language skills they need to be well prepared for school. For example, they use vocabulary including colours and animal names. Older children gain confidence as they use more complex sentences. They enjoy developing their own interests as they hone their skills. For example, toddlers enjoy talking about vehicles as they learn to use one- and two-word phrases.

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Achievement Expected standard

Children gain key physical skills. For example, they enjoy manipulating materials as they carefully thread string and manipulate dough. They gain concentration and focus as they spend extended periods repeating skills. Children develop patience as they complete tasks. This helps them to be well prepared for their future education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder implements routines that help children to feel safe. She supports children through familiar mealtimes, and sleep routines help them to feel happy and safe. The childminder adapts her policies to provide support for children with gaps in their wellbeing and learning to support their behaviour. For example, she gives gentle encouragement to children who struggle to manage their feelings. The childminder supports assistants to build positive relationships with children that help them to feel confident. She works with parents to identify and reduce barriers to attendance and punctuality. The childminder encourages children to keep going when they find things tricky. For example, when children complete physical activities, she praises them as they join in. All children develop resilience and positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically supports children to follow instructions and understand expectations at most times of the day. However, during transitions and at mealtimes, she does not consistently anticipate the support children need to follow instructions. For example, some children do not come and sit down with others in a timely manner because the expectations are not always clear. Opportunities for children to demonstrate their best possible behaviour at all times of the day are not yet fully embedded.

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Children's welfare and wellbeing Expected standard

The childminder works with parents to consider the background experiences of children. For example, she considers the feeding habits of babies and works collaboratively with parents to create routines that typically support their wellbeing. The childminder creates procedures for safe sleep that consider children's different needs. For example, she considers what items different children need to settle and get enough rest. The childminder identifies children with gaps in their wellbeing to support their physical health. For example, she works to identify children with intolerances and allergies and provides a healthy and nutritious menu. Children enjoy exploring new flavours as they try a wide selection of foods. They learn about healthy eating by cooking activities and exploring plants, learning where food comes from. This helps children to develop lifelong habits.

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Children's welfare and wellbeing Expected standard

The childminder creates opportunities for children to have regular fresh air and exercise. She supports children to develop confidence as they navigate different equipment that supports their strength, coordination and balance. All children develop positive attitudes to being active.

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Curriculum and teaching Expected standard

The childminder plans an enriching and engaging curriculum to help children to gain the knowledge and skills they need for their future education. For example, she teaches children mathematical skills by helping them to count, identify patterns and explore shapes. The childminder gives children opportunities to explore topics that spark their imagination. Children enjoy shared reading opportunities with books and stories linked to the knowledge and skills they are learning with the childminder. For example, children read about nature and identify creatures from non-fiction texts. The childminder asks questions and encourages children to think as they gain understanding skills. All children develop an enjoyment of reading and are keen to explore books.

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Curriculum and teaching Expected standard

The childminder supports her assistants to ensure the teaching is effective. She carries out assessments to identify the skills and knowledge that children are learning and identify any barriers to development. The childminder typically supports children with gaps in their learning to develop knowledge and skills they need for their future education.

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Curriculum and teaching Expected standard

The childminder engages children in thought-provoking discussions. She gives children confidence by praising them. Children of all ages are excited to gain a range of knowledge and skills appropriate for their age and stages of development.

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Inclusion Expected standard

The childminder works with parents to identify any gaps in learning and wellbeing. She takes steps to create individual plans for children with special educational needs and/or disabilities. The childminder works with assistants to get to know children and identify targets that are appropriate. For example, she considers when children may need additional help to listen and follow instructions. All children work towards achievable goals in preparation for their future education.

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Inclusion Expected standard

The childminder understands that some children need additional support from specialist partners to promote their learning. She takes steps to support parents to ensure children can access expert guidance where required to support their development. All children gain support they are entitled to in preparation for transitions into school.

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Inclusion Expected standard

The childminder generally communicates with experts to consider strategies that she can use to help children to achieve their goals. However, these are not consistently used to inform her teaching at all times of the day. She has not yet fully embedded how she uses strategies for all children, including children who speak English as an additional language, to consistently promote their speaking skills, for example. This limits the ability of children to excel in all aspects of their learning in preparation for school.

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Leadership and governance Expected standard

The childminder is reflective of her practice. She regularly arranges professional development opportunities to help her to develop her teaching skills over time. The childminder supports assistants to identify training that helps them to support all children in their learning. She offers guidance to assistants that helps them to carry out their roles effectively. The childminder creates policies that keep children safe and supports their wellbeing. She regularly reviews these policies according to the changing circumstances of the setting. For example, she makes changes during hot weather to ensure children can access learning safely. The childminder supports assistants to have high levels of wellbeing. She gives them support to identify concerns and gives them positive feedback to help them feel confident.

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Leadership and governance Expected standard

The childminder effectively oversees planning to support assistants and children to access experiences safely. For example, she creates plans and risk assessments to ensure children's safety and wellbeing on outings to local playgroups and soft-play centres. This helps staff to understand their responsibilities and to the children in their care.

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Leadership and governance Expected standard

The childminder typically engages well with parents to promote children's learning. She finds out about changes to children's circumstances to consider children's experiences, for example when they reach milestones or welcome a new sibling into their family. The childminder uses these links with families to guide her practice and promote positive experiences for all 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 have fun in the childminder's care. They feel they belong because the childminder praises children individually to give them confidence. Children laugh and play alongside the childminder and their friends, and the childminder supports them to be kind to others. Children cheer each other on as they complete obstacle courses, and the childminder gently guides children with barriers to their learning to consider the feelings of other children. For example, she gives encouragement to children when they struggle to express their emotions. All children thrive in their learning and play.

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

Children enjoy a bright and colourful environment where they can make choices from a wide range of fun and enriching activities. Children are excited to explore the garden as they learn to balance on the beam and climb ladders. They are confident learners who can experience setbacks, pick themselves up and carry on learning.

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

Children benefit from a secure relationship with the childminder, who gets to know them well. She considers children's unique backgrounds to enable them to flourish. Children with special educational needs and/or disabilities can access all activities and join in, as the childminder carefully adapts her curriculum to meet their needs. For example, she gives extra support to develop their understanding. Children gain key skills as they learn vocabulary, describing colours and gaining conversational skills as they talk to the childminder. The childminder takes steps to anticipate any barriers to attendance and give additional support. All children have the confidence and positive attitudes to learning to prepare them for the next stage of their education.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 18:00

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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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Next steps

The childminder should develop further how assistants teach children expectations and rules during transitions to enable children's best behaviour at all times of the day. The childminder should fully embed strategies to support children with gaps in their learning to help all children to excel in all aspects of their development.

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About this inspection

The inspector spoke with the childminder, parents and assistants 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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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

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 .

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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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