Childminder

Childminder

Unique reference number (URN): 2802868 Registered with Ofsted: 20/09/2024 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 make steady progress across all seven areas of learning because the curriculum is well matched to their needs and starting points. Children are well prepared ready for the next stage in their learning, including transition to school. They develop the skills needed to become independent learners. Children are inspired to learn. They make decisions through self-selected play, join in activities with their friends and have positive attitudes toward learning. Children are confident communicators and typically have secure communication and language skills.

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Achievement Expected standard

Children's early mathematical understanding grows as they explore size, shape and problem-solving through daily activities and embedded routines. Children who may face barriers to learning are supported effectively through close communication with parents and carers and tailored teaching. Children are therefore supported well to make progress from their starting points and reach their potential.

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Behaviour, attitudes and establishing routines Expected standard

The caring and attentive childminder is passionate to ensure children are welcomed in to a child-friendly environment that will inspire learning and encourage curiosity. There is a calm, happy and respectful atmosphere between the children, childminder and her staff. The childminder speaks to children with kindness and they typically demonstrate they feel secure and a growing confidence in the childminders home. Children form emotional and trusting attachments with the childminder and her staff. They are very comfortable in their care. Expectations are generally understood. Familiar routines in place help children settle as they understand what is happening and what is expected. The childminder promotes the importance of regular attendance with parents and carers. She has a flexible approach and supports individual families to ensure attendance. The childminder is fully aware of the positive impact this has on their children's emotional development and learning.

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Behaviour, attitudes and establishing routines Expected standard

The calm childminder and her staff are positive role models. They consistently implement the high expectations for all children. Overall, they support children as they learn about their emotions and understanding of feelings providing the language they need to express themselves. Children behave positively and are kind and caring toward one another, making friendships with others attending. Children's behaviour is exemplary.

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Children's welfare and wellbeing Expected standard

The childminder is committed to providing quality care and education. This is achieved within a fun but homely environment. She understands the importance of getting to know the children and their family before they attend. The childminder recognises that if the children feel safe, secure and settled they will learn well. She works sensitively with parents and carers when children struggle to transition from home to her care. She supports those who may face barriers to learning to ensure a positive outcome. The childminder places a high priority to support children's emotional wellbeing. Children have established very close and trusting bonds with the childminder and her staff. For example, when young children become tired or feel unsure, they enjoy cuddles as the childminder soothes them and provides reassurance. A dedicated sleep room provides children with a calming quiet space. Children are made comfortable in cots and are closely supervised as they sleep peacefully.

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Children's welfare and wellbeing Expected standard

The childminder manages routines around the children's individual emerging needs. She promotes lots of outdoor play experiences as she recognises the importance of keeping children healthy and active. She works closely with parents and provides them with useful information and guidance on healthy meal choices. However, not all policies and procedures are consistently implemented. For example, on a small number of occasions, the childminder does not record enough detailed information about existing injuries to support children's welfare.

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Curriculum and teaching Expected standard

The childminder provides children with a broad curriculum. She has an understanding of what she wants children to learn. The childminder completes assessments and understands children's abilities. She highlights any barriers to learning or wellbeing. The childminder prioritises children's language development. The childminder and her staff typically model language well and introduce new words to extend children's vocabulary, during meaningful discussions during play. For example, they talk about how the ground becomes 'soggy' during water play. Children are confident communicators and ask lots of questions. However, the childminder and her staff are not yet consistent in their approach when asking questions. This is because they do not always allow enough time for children to think and respond and enable them to share their ideas and thoughts.

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Curriculum and teaching Expected standard

The childminder promotes physical development effectively. Children delight in their time outdoors in the fresh air. Younger children confidently climb steps safely while using the slide. They run and giggle as they make good attempts using hula hoops. They kick balls with precision. Children use chunky chalks, brushes and water to make patterns as they practice their emerging writing skills. Children have a wide range of opportunities to develop their early mathematics skills. This is because the childminder promotes mathematical development through routines and play. For example, children become familiar with many number rhymes and songs. They talk with excitement about how big or small their cucumbers have grown and compare sizes.

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Curriculum and teaching Expected standard

Children have access to an abundance of high-quality resources that support all areas of learning. These are generally easily accessible. That said, there are so many choices that children do not always concentrate on one thing for any length of time. This means children do not always focus on the intended learning.

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Inclusion Expected standard

The childminder typically supports children to reach their full potential. Initial assessments and ongoing observation provide accurate starting points. Overall, the childminder ensures a graduated approach to supporting children. For example, she observes children's development and plans appropriately. She swiftly identifies their emerging needs and seeks early intervention, effectively engaging parents and carers throughout the process. The childminder demonstrates a secure knowledge and understanding of how to support children in her care. This means that all children flourish and achieve. The childminder and her staff have experience of effectively caring for children with barriers to learning and with special educational needs and/or disabilities. The childminder uses additional funding, such as early years pupil premium effectively. The provision of additional resources, or organised outings enhance children's opportunities and experiences.

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Inclusion Expected standard

The childminder demonstrates a commitment to working closely with other professionals, who support the children in her care, to ensure a consistent approach. The childminder seeks appropriate training to strengthen her knowledge and support children's progress. Training is typically evaluated and new knowledge is shared with the childminder's staff. The childminder applies any new strategies to her practice and evaluates the impact on outcomes for children to ensure that all children make consistent progress and thrive.

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Leadership and governance Expected standard

The childminder is extremely passionate and dedicated and ensures children play and learn in a safe and welcoming setting. The childminder is committed to provide all children, including those who face barriers to learning or have with special educational needs and/or disabilities, with quality care and education. The childminder typically forms professional working relationships with other early years settings children attend. This includes established links with health care professionals involved with children to ensure children receive a consistent approach, and the best possible start in life.

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Leadership and governance Expected standard

The childminder encourages and values positive partnerships with parents and carers. She invests time in getting to know the children and their family before they attend and offers appropriate advice and support when needed. Parents speak highly regarding their child's time in the childminders care. They say their children are thriving in the nurturing environment. They comment their children are happy to attend and gain confidence and make very good progress. Communication is effective and parents are regularly informed regarding their child's progress.

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Leadership and governance Expected standard

The childminder positively promotes continuous professional development and ensures any assistants she works with are supported to provide the same high-quality care and education. They speak positively of their role and say they are fully supported through supervision meetings, and that their welfare and workload is considered. They comment that they thoroughly enjoy working as a part of the friendly team. The childminder reflects on her practice and identifies strengths and areas to develop. For example, she acknowledges that the environment and amount of resources available may be overwhelming for some children and impact learning. Typically the childminder monitors practice well. However, not all policies and practices are consistently embedded.

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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 are happy, settled and comfortable in the childminders home. Children benefit as the childminder has designed an inspiring, child-friendly and welcoming environment in which to learn. They are confident and thrive emotionally and socially. Children are cared for by a childminder and her staff who know them well and are skilful in their interactions with them. Toddlers engage the childminder in their games. For example, they show fascination using magnifying glasses as they search for bugs to match picture guides. They are thrilled when they find a beetle and share their excitement with her. Children thoroughly enjoy water

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Inspector:

Lynn Hartigan play. Their interests are supported well as the childminder responds and provides activities to support this. For example, children who enjoy water play are able to wash their toys using bubbles and sponges. They water plants and vegetables they grow. They skilfully pour using jugs and funnels. Children are well supported as the childminder is subtle in her interactions so as not to interrupt or spoil children's enjoyment.

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Inspector:

Children engage in an ambitious curriculum that provides them with a broad range of learning opportunities. Robust initial assessments means that the childminder can skilfully build on what children already know and can do while following their interests. Children develop skills progressively as the childminder sequences learning effectively. They enjoy books and stories and listen with intent to familiar stories. They join in group singing and interact following actions. Children develop the language skills needed to be confident, independent learners as the childminder uses clear, simple words repetitively to help. Children's learning is further enriched as the childminder routinely plans outings outside of the home. For example, children visit the local beach, they observe the life boats and attend toddler groups such as 'sensory seekers' to socialise with others. Children make consistent progress from their starting points, including those who face barriers to learning. Children

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Inspector:

benefit as the childminder is knowledgeable of child development. Through careful observation, she is able to swiftly identify any emerging needs and seek early intervention in partnership with parents and carers and the importance of attendance on children's learning and wellbeing is understood.

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Next steps

The childminder should monitor and review policies more consistently and ensure they are promoted in practice. The childminder should improve the organisation of resources so that children sustain concentration, engage to enhance their learning further. The childminder should give children more time to respond to questions and express their thoughts and ideas.

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About this inspection

The inspector spoke with the childminder, her staff and children 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 : 07:30 - 18:00,Friday : 07:30 - 16:00

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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

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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