Childminder

Childminder

Unique reference number (URN): 2799236 Registered with Ofsted: 22/08/2024 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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Behaviour, attitudes and establishing routines Strong standard

Children are very enthusiastic to try new activities on offer. The childminder has consistently high expectations of children's behaviour, including children with special educational needs and/or disabilities, disadvantaged children, children known (or previously known) to children's social care and children facing barriers to their learning and/or wellbeing, across the setting. She continuously models these expectations to children. As a result, children behave exceptionally well. They are kind, caring and respectful to others. The childminder shares her behaviour expectations with parents through parent workshops and at parents' evenings.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has clear and consistent routines throughout the day. For example, children have carpet time each morning, when they talk with the childminder about the weather and their feelings. The children happily follow the daily routines. This enables children to feel safe and secure and supports children to prepare for their next educational setting, including school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds positive relationships with children and their families. Children go to the childminder for help as needed. The childminder understands the importance of attendance, and children benefit from regular attendance at the setting. The childminder is clear about what she would do if a child did not attend. She is confident in making adjustments as needed when considering children's barriers to learning. The childminder knows to regularly review the adjustments to meet children's changing needs.

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Curriculum and teaching Strong standard

The childminder knows the children extremely well, and she is clear about what she wants children to learn. She plans and delivers a curriculum starting with the children's interests and covers all areas of learning. Children show a high level of engagement in the activities on offer and make progress in their learning. The childminder supports the children to develop their physical skills and be confident speakers. This helps to prepare children for their next educational setting, including school.

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Curriculum and teaching Strong standard

The childminder carefully monitors children's progress in learning, then plans for what the children need to learn next. She uses high-quality interactions with children at every opportunity. This means children feel valued and learn new vocabulary. The well-planned activities support children's next steps in learning and add challenge. For example, children use scissors to cut small pieces of paper to add to a collage. Other children use their fingers to pick up the small pieces of paper. This supports children's fine motor development.

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Curriculum and teaching Strong standard

Communication and language are a high priority at the setting. The childminder uses books to build vocabulary and enhance children's thinking. Children enjoy looking at books with the childminder and they choose their favourite ones. Children listen carefully to a story about sea creatures, which the childminder enhances with props. Children learn about mathematics throughout the day. They count chairs when setting up for snack and they talk about how tall their tower blocks are.

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Leadership and governance Strong standard

The childminder is passionate in ensuring that all children, including those with special educational needs and/or disabilities (SEND), disadvantaged children, children known (or previously known) to children's social care and children facing barriers to their learning and/or wellbeing, are supported and valued as individuals. She has a clear understanding of the setting's strengths and priorities for improvement. The childminder works highly effectively with her co-childminders and assistants. She is consistently reflective of her practice and uses this to plan to improve experiences for children and their families. 'Room reviews' are discussed as a team with co-childminders and assistants. Decisions are made in the best interests of all children, including those with SEND, those who are disadvantaged, those known (or previously known) to children's social care, and those facing barriers to their learning or wellbeing. These form part of future improvements across

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Leadership and governance Strong standard

The childminder works closely with parents and professionals. Her professional development is highly tailored to the needs of the setting and directly impacts individual children, such as phonics training and special educational needs coordinator training. As a result, children's learning and development needs are consistently met, enabling them to make progress and thrive. The childminder holds parent workshops to offer support on how parents can further support their children at home. These have had a significant impact on parents and their children.

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Leadership and governance Strong standard

The childminder feels valued and supported in her role. She manages her own workload and wellbeing and her assistants through support of her co-childminders and through effective organisation and time management. For example, she uses a parent communication app. This allows her to focus on the children's learning and care. The childminder is highly effective when working with other professionals. For example, she works with the Reception teacher on the transition of children from the setting to Reception.

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Leadership and governance Strong standard

The childminder works effectively with parents. She keeps parents informed about their children's learning and is quick to highlight any gaps in their development, should they occur. She is flexible and sensitive in her approach to supporting families. Parents and carers speak highly of the childminder and any assistants she works with. They say that their children look forward to being with the childminder and their children are happy with her and are making pleasing progress in their learning.

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Achievement Expected standard

All children make progress across all areas of children's learning, especially in language and communication. Children speak confidently to the childminder to express their wants and needs and chat to their friends when playing. The childminder understands the importance of supporting children to become independent. Children pour their own drinks and serve their own food. However, these opportunities to support children to become independent are sometimes limited. This occasionally impacts children's welfare and wellbeing. Parents comment about the progress that their children have made since attending the setting. Children show resilience and stay motivated to complete an activity. For example, children work together to build a tower of wooden blocks. When the tower falls down, they build it again. Children enjoy carpet time where they share news and sing songs together. They take turns to choose a wooden spoon with a picture of a song on it. This means

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Achievement Expected standard

children learn to use their vocabulary, listen and take turns. Children learn about the importance of physical activity through daily exercise. They confidently run, climb and ride a tricycle.

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Children's welfare and wellbeing Expected standard

All children, including those with special educational needs and/or disabilities, disadvantaged children, children known (or previously known) to children's social care and children facing barriers to their learning and/or wellbeing, are well cared for, valued and supported. Children build warm, trusting relationships with the childminder and her assistants. They go to her for help and comfort as needed. This means that children feel safe, secure and happy.

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Children's welfare and wellbeing Expected standard

Parents comment about how their children thrive at the setting. They praise the support that the childminder and her assistants provide for their families. Children learn about emotions and feelings. For example, they choose pictures to match their feelings and tell the childminder why they feel that way. They revisit the feelings chart later in the day to see if they still feel the same or if their feelings have changed.

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Children's welfare and wellbeing Expected standard

The childminder generally supports children to become independent and considers this at mealtimes and snack times. Children pour their own drinks and serve their own food. However, the childminder has not considered how she can promote this further at other times of the day. For example, the childminder does not consistently encourage children to try to do things themselves, including wiping faces, blowing noses or wiping up spilt milk. This sometimes impacts on some children's independence.

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Children's welfare and wellbeing Expected standard

Children enjoy yoga sessions and football coaching. This supports their physical development and their wellbeing. They have healthy food and drinks and take part in daily exercise. This supports children to foster healthy habits for life. The childminder is highly effective in children's sleeping and feeding arrangements.

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Inclusion Expected standard

This setting is typically inclusive and its environment supports all children to feel confident and valued. Through books and crafts, the childminder and her assistants teach children about festivals such as Chinese New Year and Diwali. Children learn about other languages through their regular Spanish lessons. The childminder has high expectations of all children, including those with special educational needs and/or disabilities (SEND), children who are disadvantaged, children known (or previously known ) to children's social care and children who are facing barriers to their learning.

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Inclusion Expected standard

The childminder uses her knowledge and experience of working with children with SEND to quickly identify any gaps in learning and development. She uses children's interests and adapts learning activities to support children to meet their developmental goals. For example, when children are beginning to transition from wearing a nappy to using the toilet, they use a low toilet that they can access independently. This means that all children make progress in their learning and development. The childminder understands the need to contact other professionals, as necessary, to seek further advice on how to best support all children.

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

Children are safe at this nurturing setting. They play, learn and thrive. They confidently access self-chosen activities from a well-planned environment that covers all areas of children's learning. All children make progress from their starting points. This means children are prepared for their next stage in learning. Children attend the setting regularly, so they build good habits for their future. Children build solid relationships with both adults and peers. They happily chat to the childminder, her assistants and their friends. They ask the childminder and her assistants to join in with their play and ask for help when needed. Children learn alongside their peers and happily join in daily routines and activities. The childminder knows the children well and uses this knowledge to provide learning activities that ignite children's curiosity and to meet their learning and development needs. For example, children enjoy making potions with water and fruit. They carefully fill containers

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

with water and count the slices of lemon that they add to their creation.

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

The childminder uses books and singing to support children with their language and communication development. Children enjoy sharing books with the childminder. They confidently answer questions about what they can see in the pictures. They enjoy singing as part of their daily routine. This builds children's vocabulary and promotes their wellbeing. Children benefit from trips out in the community, to parks, strawberry picking and museums. These experiences enhance the curriculum, support children's physical development and help them to learn about the world around them.

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Next steps

The childminder should fully support children to become independent and embed this across the setting.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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About this inspection

The inspector spoke with the childminder and her assistants, parents 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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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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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