Childminder

Childminder

Unique reference number (URN): 2784675 Registered with Ofsted: 08/10/2024 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 develop the skills, resilience and positive attitudes needed for the next stage of their learning. They achieve well from their starting points and make appropriate progress in communication and language, even though they all speak other languages at home. Children express their needs often in their home languages while learning and using new vocabulary in English. For example, in outdoor play, their physical skills are improving while manoeuvring the trikes across the zebra crossing lines. They have learned the colours of the traffic lights and shout out 'stop' and 'go'.

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Achievement Expected standard

During activities and role play, children listen carefully and follow instructions. They make links to their experiences and use these to support their understanding. As their confidence grows, they participate actively in group activities alongside their peers and communicate their ideas and needs effectively.

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Achievement Expected standard

Children show strong independence in learning and self-care. They take responsibility for simple tasks and begin to manage their routines. For example, children wash their hands independently, cut up their fruit and pour their drinks with minimal support. These opportunities help children build confidence, develop responsibility and strengthen the practical skills they need for continued learning and development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder ensures that children are settled and understand the routine of the day. For example, they know they wear aprons before eating and that they wash their hands. The predictability of these daily practices supports children's understanding and helps to build their confidence and feelings of security. Although children are young, they demonstrate typical levels of engagement and interest. They are confident to explore the setting and the accessible resources. Children are keen to engage in activities, such as setting the table for the Sabbath meal with the required religious artefacts, while acting and singing the prayers.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes children's understanding of the expected behaviours in the setting. She encourages children to share and be kind and offers praise in response to children's accomplishments. The childminder encourages children to try and develop their independence through small tasks, such as washing, wiping their hands and throwing the paper towel in the bin. They find a cloth to wipe the floor when they spill water to make sure that nobody slips.

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Behaviour, attitudes and establishing routines Expected standard

The childminder acts as a positive role model for the children. She is kind and caring in her interactions and encourages cooperative behaviour. Children mirror these actions, for example, as they share the glue sticks or make room for their friends to be comfortable on the floor mats. These warm and trusting interactions enable children to feel secure and confident to learn. Attendance and routines are generally monitored to ensure that children benefit from consistent care and learning. As parents value the setting highly, children are rarely absent or late. Parents share, 'They would not miss a day.'

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Children's welfare and wellbeing Expected standard

The childminder forms solid bonds with the children and their families. Children are very happy, settled and content in her care. The childminder generally strives to meet children's care needs and gathers pertinent information prior to children starting with her. This ensures that she can meet any health or dietary needs, and any adaptations can be made as necessary.

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Children's welfare and wellbeing Expected standard

The childminder ensures that the setting is safe and secure and appropriately assesses risks in the premises. Children have daily access to an outdoor area where their development is promoted, taking into account the need to rest and the weather conditions. The childminder ensures that children's familiar home routines are followed. She is attuned to recognising when they need sleep or are hungry. The childminder understands how to keep children safe during their sleep periods. She follows individual dietary needs and feeding instructions from parents.

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Children's welfare and wellbeing Expected standard

The childminder talks to children about what they are eating and ensures that they are appropriately seated to eat. Daily outdoor activities and healthy routines, such as handwashing and tidying up, contribute to understanding regarding healthy habits, as well as children brushing their teeth vigorously and learning about good oral hygiene.

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Children's welfare and wellbeing Expected standard

Calm spaces, sensory resources and gentle support help children understand and manage their emotions, building confidence and emotional security. Children are encouraged to begin to express how they are feeling. For example, they love lifting the flaps of one of their favourite books, which visualises 'happy' and 'sad' faces as they learn about emotions.

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Curriculum and teaching Expected standard

The childminder delivers an ambitious and well-sequenced curriculum. She plans activities that meet the needs of all children. The childminder adapts activities carefully to reflect children's interests and developmental stages. Children take part in both child-led and adult- led activities.

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Curriculum and teaching Expected standard

The childminder typically asks purposeful questions. She checks children's understanding and extends their learning effectively. The childminder then uses these observations to understand children's next steps.

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Curriculum and teaching Expected standard

The childminder places emphasis on children's physical development. Adult-led activities support this well. During snack time, children learn to use knives to cut their fruit. The childminder demonstrates how to use the knives safely and explains that the skins need to go into the bin. Children repeat the word 'bin' and show excitement in the way the lid swings. They use single words and simple two-word phrases to express their feelings and choices. The childminder makes the learning fun. She changes the tone of her voice to show excitement or provide instructions. The childminder promotes children's independence. Before a visit to the park, children collect their shoes and coats. If children struggle to put on their coats, the childminder patiently prepares them so that they can put them on independently. The childminder understands each child's next steps, counting the number of buttons, for example. She

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Curriculum and teaching Expected standard

tailors teaching to help children make progress. She supports mathematical development effectively.

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Curriculum and teaching Expected standard

The childminder speaks with children throughout the day. She narrates play as and when appropriate. However, on occasion, the childminder asks too many open questions, and this does not give adequate time for the children to process what is being asked. At times, this hinders the teaching and learning during activities.

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Inclusion Expected standard

The childminder knows the children in her care very well. She completes observations and uses these to help her to identify any gaps in the children's learning. If gaps are identified, she has clear systems in place to address these, which involves speaking with parents and making referrals to other professionals if required. She values children's individuality and tailors her practice to meet the needs of all children. For example, she knows children's interests and makes sure they have access to resources that interest them. These resources help children develop the skills that the childminder has identified that they need to learn next. This helps children feel comfortable and to engage in learning. The childminder knows that some children experience languages other than English at home. Therefore, she often speaks in these languages to support children to access activities and to further their engagement and learning. The childminder also provides stable and

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Inclusion Expected standard

individual care, especially for those children who have many siblings at home.

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Inclusion Expected standard

The childminder has no children on roll with special educational needs and/or disabilities. However, she understands the purpose of additional funding and how this might be used to support the needs of the individual children. She recognises that this is an important area for her to be knowledgeable in, although as yet she has not attended training.

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Leadership and governance Expected standard

The childminder is committed to providing high-quality care and education. Roles and responsibilities are clear, and, together with her assistant, they maintain a safe, stimulating environment and a nurturing, inclusive culture where children feel valued.

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Leadership and governance Expected standard

The childminder recognises that a more focused approach to reflection and evaluation of her practice would help her to identify clear priorities for improvement. She demonstrates a commitment to continually developing her skills and knowledge to achieve the best possible outcomes for children.

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Leadership and governance Expected standard

She is eager to target specific areas for development in response to the needs of the children in her care and the local community, as well as areas of professional interest, such as special educational needs and/or disabilities and English language acquisition skills for those children who speak other languages at home. The childminder creates a warm, family environment. The workload and wellbeing of all staff is carefully considered, and staff are made to feel valued and appreciated.

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Leadership and governance Expected standard

The childminder has positive relationships with parents. Parents praise her transparency and feel that the setting is a second home for their children due to the level of care provided. They appreciate the regular updates regarding their child's care and development that the childminder provides throughout the day. Parents also comment that their children have made 'remarkable progress'.

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

Children thoroughly enjoy their time with the childminder. She provides a welcoming home- from-home where children feel safe and happy and quickly settle into the daily routines. She creates a calm and well-organised space where children confidently explore a variety of resources and activities to support their learning and development across all areas of the curriculum.

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

The childminder prioritises getting to know the children to provide learning opportunities that build on what they already know and can do. Children enjoy activities that reflect their interests. They explore resources such as sticking feathers onto card and developing their concentration and coordination as they play. They buy grapes at a local shop and mash them to make grape juice, progressing their fine motor skills while learning the blessings to be recited related to different drinks.

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

Children typically develop the knowledge and skills they need for the next stage of their learning and development, although the adults are aware that, while respecting the home language of Yiddish, it would be of further benefit to the children's communication and language skills to have a more focused approach to the acquisition of English. Children enjoy learning through play and the activities the childminder plans for them, such as carefully slotting spaghetti through holes, promoting their fine motor skills.

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

Children develop independence through consistent routines. They wash their hands before eating, help tidy resources and prepare for intimate care. These routines help children to feel confident and secure. They know where to find paper and pencils when they want to 'make a picture for mummy and daddy' and, with support, select the resources. Children confidently select resources and enjoy making pictures for their families, developing their independence and confidence.

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About this setting

Register(s): EYR Children are benefiting from the opportunities to learn and extend language. They listen attentively to a story about a traffic jam and are learning key vocabulary related to transport, such as an 'air balloon'. They learn the word 'sticky' when talking about the meaning of 'jam'.

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About this setting

Snack times and lunchtimes are social occasions, and children benefit from further meaningful interactions. For example, they discuss their favourite fruit, share information together and engage in conversations.

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Next steps

The childminder should target her professional development training to meet her needs more precisely to help children to excel in their learning and development and continue to focus on her improvement, particularly as regards children who speak other languages at home. The childminder should reflect on ways to improve the achievement of the children by ensuring that all practitioners have a more secure understanding of the early years curriculum.

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About this inspection

The inspector spoke with the childminder, her assistant and parents and their 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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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

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