Long, Samantha

Childminder

Unique reference number (URN): 2781856 Registered with Ofsted: 13/08/2024 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's progress is typical for their age and stage of development. They have a love of books, regularly using props to enhance their excitement of story time. Children build their vocabulary and learn how to express themselves and communicate without becoming frustrated. They strengthen their finger muscles to support with their pencil grip for writing. Overall, children develop their independence skills with gentle reminders from the childminder. They spend time at some local groups learning to socialise, and the childminder has further plans to increase their time spent with other children and childminders.

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Achievement Expected standard

Children build their confidence skills and become curious and interested learners. They focus well on activities and enjoy taking part. This prepares them well for moving on to school. Children with barriers to their learning are supported to make progress from their starting points and to close any identified gaps.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created a positive environment where children feel valued and respected. Children have warm relationships with the childminder and they feel comfortable to come to her for help and reassurance. The childminder is a positive role model for children, showing them how to form friendships, to think of others and to make compromises when working together.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established routines and rules for her home, which the children are typically content to follow. Children learn to respect the environment and help to tidy away resources after playing with them. When children struggle with their behaviour, the childminder calmly explains about the consequences of their actions in an age-appropriate way. They are able to calm and resolve any conflicts effectively.

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Behaviour, attitudes and establishing routines Expected standard

Children have positive attitudes to their learning. The childminder makes learning fun, gives clear explanations and demonstrations and allows children time to explore and discover on their own. With lots of praise and encouragement, children maintain focus, persevere and are keen to achieve new skills.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder shares techniques with parents so that there is a joined-up approach for children, such as with potty training. Parents appreciate the flexible approach around sessions and the support the childminder offers in order to ensure good attendance.

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Children's welfare and wellbeing Expected standard

The childminder has created a welcoming space where the children feel happy and are settled and content. She knows the children well and uses her knowledge to provide activities and resources that they will enjoy. The childminder builds sensitive relationships with the children so that she can meet their individual needs. For example, she ensures that individual care routines are maintained across home and in the setting, including administering medicines. The childminder often gives children choices, helping them to feel listened to and to begin to make their own decisions. She provides home-cooked food each day for the children and promotes healthy food choices. Children are beginning to understand about different ways to keep themselves safe. For instance, they know to keep the floor space clear and to wash their hands before eating. Hygiene practices are typically well planned to support children to

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Children's welfare and wellbeing Expected standard

become increasingly independent in their personal needs. However, at times, the childminder is not consistent in her approach to teaching children to consider their personal privacy when using the toilet.

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Children's welfare and wellbeing Expected standard

Children demonstrate that they feel safe and have a sense of belonging in the childminder's home. They explore with confidence and are keen to engage with her in their play. The childminder helps children to name their emotions. This supports them with being able to find ways to self-regulate and supports their emotional wellbeing. Children enjoy time spent outside every day to get fresh air and exercise.

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Curriculum and teaching Expected standard

The childminder's curriculum is typically well planned. She knows what skills and knowledge she wants children to learn while they are with her. The childminder focuses on ensuring children feel safe and happy and provides them with learning through play experiences. She is keen to enhance her knowledge and skills of how to deliver a curriculum to effectively cover all areas of learning. For example, a recent focus on maths has helped her to further understand how to support children to sequentially build the required mathematical skills for moving on to school. The childminder provides a variety of experiences that she knows children will enjoy. However, she does not always consider what children need to learn next when planning activities. This means that children do not consistently receive teaching that precisely targets their identified next steps in learning.

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Curriculum and teaching Expected standard

The childminder is keen to support children's language skills, and regularly uses stories and singing to expand their vocabulary. She narrates play alongside children and repeats back the correct pronunciations of words for them to copy. Children enjoy attending groups outside of the setting to work on their physical skills and spend time in the garden to master their gross motor skills. The childminder uses open-ended questions to support children to think critically for themselves and to build their confidence. In addition, she focuses on helping children to recognise different emotions and learn how to deal with them. The childminder uses every experience as a learning opportunity. For instance, lunchtime is used to teach children about healthy foods and how to prepare food in a hygienic way.

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Curriculum and teaching Expected standard

The childminder uses her knowledge of the children to adapt activities and her teaching in the moment. This supports all children to be able to take part and make progress according to their age and stage of development. For example, when supporting children with jigsaw puzzles, she considers the number of pieces and the clues and methods she gives to them for finding the correct pieces.

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Inclusion Expected standard

The childminder has systems in place to identify, assess and meet children's needs. She learns about children before they start, finding out what they can do and what they like. The childminder observes children when they begin and is able to spot any emerging needs. She effectively tackles any barriers to learning, such as communication and language delays. The childminder knows how to approach external professionals for advice when needed. She implements the advice well and creates support plans where necessary.

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Inclusion Expected standard

The childminder is calm in her approach with children, and typically the support she implements helps to close the gaps in their learning. For example, children become more confident with their speech and begin to expand their vocabulary. Where there are barriers to attendance, the childminder is keen to support where she can. She reviews the support she is providing and alters it as children make the desired progress.

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Inclusion Expected standard

Where children are eligible for additional funding, the childminder carefully considers how it can be best spent to directly impact children. For example, she uses it to provide them with opportunities they would otherwise miss out on, and to purchase resources to support what they need to learn next.

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Leadership and governance Expected standard

The childminder demonstrates a commitment to her professional development. Overall, she supports children's care and learning well. The childminder reflects on her own skills and knowledge, which helps her to identify some areas for improvement. For example, recent training on storytelling has increased her confidence in delivering high-quality learning experiences to support children's development. Children now focus more on stories and are learning to recall them and sequence them with different exciting resources. In addition, recent training on maths has meant that children now receive more focused and intentional teaching around the mathematical skills they require for moving on to school.

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Leadership and governance Expected standard

The childminder has built partnerships with parents. She shares information daily about children's care routines and what they have done. Furthermore, she provides termly updates about children's progress and their next steps in learning. The childminder regularly discusses any changes in home circumstances or medical needs so that she can take action in the best interests of the children. Children benefit from this collaborative approach, which provides consistency in their care and learning. Parents are happy with the care provided, commenting that their children make progress in their confidence and speech and language skills.

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Leadership and governance Expected standard

The childminder receives regular support from the local authority so that she can keep up to date with changes to legislation and good practice. She knows how to approach other professionals for advice or to make referrals when appropriate. The childminder reflects and is keen to further enhance her confidence and expand on her local network for sharing advice and good practice. She has demonstrated that she is keen to follow advice and effectively implements any ideas given to further enhance her provision.

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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 to come to the childminder, confidently arriving and waving goodbye to their parents. They have built warm and trusting relationships with the childminder, supporting them to feel safe and secure in her care. Children benefit from a calm environment with established routines for the day. They know what to expect and are happy to help complete tasks, such as tidying away resources and supporting to prepare some meals. Children have formed positive friendships with each other. They enjoy playing together, such as by inventing imaginary games with toy animals. Furthermore, children share resources and successfully take turns, such as when completing puzzles and choosing which song to sing next.

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

Children benefit from a variety of activities that are based around their current interests. They excitedly ask to take part in the learning experiences, gaining new skills and building their vocabulary. Children focus well and persevere, feeling proud when they complete an activity. They receive lots of praise and encouragement, building their independence and resilience if they find something tricky.

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

Where barriers to learning are identified, children are supported to close the gaps in their learning. Through identified next steps, children gradually make progress from their individual starting points. The childminder actively supports children to have good attendance and helps families to promote this.

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

Children's families are welcomed into the setting and enjoy extended settling periods if needed. They are informed of their child's development and given some ideas for home learning. The childminder listens to families and supports consistency across home and the setting, such as by helping with ideas for toileting routines.

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

Children are supported to learn the fundamental skills needed for moving on to school. They are developing their listening skills, are able to focus and take part and are curious learners. Children are beginning to understand their emotions and learn ways to regulate themselves. They know how to form positive relationships and are starting to think about how to keep themselves safe.

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Next steps

The childminder should strengthen planning to focus more precisely on children's identified next steps in learning, to consistently tailor teaching to each child's needs. The childminder should enhance toileting arrangements to give greater consideration to promoting children's personal privacy.

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About this inspection

The inspector spoke with the childminder, children and family members and read reviews from parents 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 : 08:00 - 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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