Childminder

Childminder

Unique reference number (URN): 2815202 Registered with Ofsted: 16/01/2025 Registers: EYR

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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 are supported to develop foundational knowledge from their individual starting points. Children speak clearly to the childminder and often repeat words that she has modelled to them such as 'break' when dough is pulled apart.

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Achievement Expected standard

Children enjoy developing their fine motor skills through play, such as completing jigsaws and their gross motor skills are developed in the garden as they are excited to crawl through a tunnel and into a tent. Children are confident and feel safe to make their own choices. They regularly communicate to the childminder what they would like and not like to do. Children are given responsibilities at an age-appropriate level, such as tidying up after their play. Children practise independence throughout their day, such as when washing their hands and placing the paper towel in the bin before sitting down to eat. This supports children to feel valuable and successful. Children are generally well prepared for their next stages of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created a safe, calm environment for children and developed meaningful relationships with them to encourage mutual respect and typically positive behaviour throughout the setting. The childminder encourages consistent attendance with parents and carers to ensure each child has equal access to the curriculum. She has a well- planned routine to support the needs of each child, provide consistency and develop positive relationships. As a result, children feel safe and are generally ready to learn.

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Behaviour, attitudes and establishing routines Expected standard

Children are confident to share what they like and do not with their childminder. The childminder is a positive role model to children. She is kind and caring towards them and encourages them to manage conflicts respectfully. The childminder praises children often when their behaviour is appropriate. Children respond well to the childminder when high expectations are reinforced for behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for each child, typically choosing opportunities based on their interests and current developmental needs. For example, children enjoy holding books and lifting the flaps to see what is hiding underneath with the childminder. The childminder does not always tune in to the current interests of children during their play which reduces motivation and engagement.

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Children's welfare and wellbeing Expected standard

The childminder takes time communicating with parents and carers about their child, their interests and developmental needs when they begin at the setting. The childminder typically pays close attention to the different ways children communicate with her and responds appropriately to meet their needs and support secure attachments. She supports children to be physically healthy by including them in their feeding routines and choices. Children play with toothbrushes and plastic teeth and learn about positive oral health. Routines for sleeping, nappy changing and hand washing are well embedded to ensure children feel safe and secure.

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Children's welfare and wellbeing Expected standard

The childminder gives children opportunities to explore the garden area and move their bodies on scooters or by crawling through a tunnel often throughout the day. The childminder keeps children safe and explains different ways they can keep themselves safe, such as sitting on a chair with their legs on the floor. The childminder has a welcoming, secure home with a range of spaces that children can safely access throughout the day to explore the whole curriculum. The childminder considers babies routines and makes time for quiet sleep and rest throughout the day. She then monitors children carefully as they sleep to further ensure their safety.

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Curriculum and teaching Expected standard

The childminder has created a curriculum which supports children to grow and develop across all areas. She is clear about what she wants children to learn and particularly the importance of developing communication and language skills. The childminder uses regular observation and assessment to consider children's next steps and generally plans opportunities to support them as individuals.

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Curriculum and teaching Expected standard

Teaching is typically effective. The childminder generally communicates clearly with children, at their level and in multiple languages allowing children to understand more and have lots of time to practise speaking. When playing with dough, the childminder introduces new vocabulary to children as they experience it, such as 'soft' and 'break'. This holds children's attention and supports the transfer of skills to long-term memory. The childminder is intentional with the introduction of mathematical learning for children and includes appropriate language and concepts throughout their day.

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Curriculum and teaching Expected standard

The childminder uses shape, number and size language throughout children's play and within planned activities is skilled at introducing new concepts, such as sinking and floating. The childminder does not always respond to children to meet their immediate interests and therefore engagement is reduced. Children generally make progress from their starting points, although opportunities to further embed learning and develop children's knowledge further is not yet embedded consistently.

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Inclusion Expected standard

The childminder works closely with parents and carers to gain a secure understanding of children's starting points. She uses this information and observations of children's play to carefully consider what children can do and how she should support them. The childminder takes swift action to implement support for children based on their individual needs. She regularly reviews children's progress, making changes to practice where needed to ensure progress over time. The childminder develops positive relationships with parents as she understands the importance of sharing learning opportunities at home for greater impact. For example, where children need additional support with language, the childminder takes time to share specific words with parents that are a focus.

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Inclusion Expected standard

The childminder communicates with children in a range of ways to best develop their understanding and language skills including in English and Arabic. The childminder has high expectations for what all children can achieve and generally reduces barriers to learning. For example, when children need support to walk, she provides a range of support options, such as walkers, outdoor wheeled toys and activities at their height, to give lots of time to practise important skills.

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Inclusion Expected standard

The childminder knows how to access support from other professionals and understands the importance of this when needed. The childminder carries out regular assessments of children, including the progress check at age 2 to help identify any gaps in learning. Although no children currently receive additional funding, she understands how funding should be used to meet children's individual needs and reduce barriers to learning or wellbeing.

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Leadership and governance Expected standard

The childminder values parents and carers and the important role they have in their child's development. She communicates regularly with parents about their child's development, emerging needs and daily experiences. The childminder regularly shares children's progress with parents and information about planning to support consistency at home and in the setting. The childminder encourages parents to be aware of the physical health of children by sharing healthy eating resources for packed lunches. She supports oral health with parents by discussing the importance of drinking water throughout the day. Parents share that they appreciate the high levels of communication and care their children receive from the childminder.

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Leadership and governance Expected standard

The childminder understands her responsibilities well. She considers safer recruitment, ongoing suitability and supervision of any assistants she works with to ensure that they are effective in their role. The childminder ensures that mandatory training is accessed by herself and any assistants she works with, including paediatric first aid and safeguarding. The childminder also completes some additional training to remain knowledgeable and seek out information relevant to the children in her care. While the childminder is generally reflective of aspects of the setting that she would like to improve, she does not consistently identify where teaching can be strengthened to further support children's learning and development.

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

Children are safe and well cared for in the childminder's clean and inviting home. They have a range of play spaces to explore and can easily select resources from child level. Children

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Inspector:

Aimee Cooper develop secure, trusting relationships with the childminder and feel safe to investigate alone and with other children. Children are happy, confident communicators who feel safe to share their wants and needs with the childminder. Children typically engage well with the opportunities provided.

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Inspector:

Children make progress in all areas from their starting points as they learn from the effective curriculum. They learn key skills to support their future development such as independence with putting on shoes, feeding themself and following hygiene routines before meals. Children learn mathematical skills and develop a love of stories and books. Children's individual home life is celebrated within the setting, including being able to speak English and Arabic with the childminder. Children have lots of opportunity to develop their communication and language skills. They talk often with the childminder who typically supports them to practise important skills. They attend the setting regularly and benefit from the consistent support of the childminder. Parents and carers appreciate the regular communication they receive and ideas to support their child's learning at home.

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Inspector:

Children benefit from regular access to the outdoor play space. They consider the environment and use a home-made bin to collect fallen leaves with the childminder. Children enjoy investigating the world around them and testing their ideas. They use magnifying glasses to observe plastic insects in water, considering their size with and without the magnifying glass. Children develop confidence and physical skills as they choose resources, run and crawl through obstacle tunnels and manage increasing levels of challenge.

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Next steps

The childminder should refine the quality of interactions with children to embed higher quality teaching across the provision. The childminder should evaluate her programme of professional development for herself and any assistants she works with to build on and strengthen practice to further elevate quality.

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About this inspection

The inspector spoke with the childminder 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 : 06:30 - 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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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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