Childminder

Childminder

Unique reference number (URN): 2781245 Registered with Ofsted: 12/04/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children show increasing independence in managing their self-care routines. For example, younger children help to get the changing mat out. Older children wash their hands as soon as they know it is snack time. Children enjoy helping; they put the tablecloth down for lunch and sweep up after eating.

p.2

Achievement Expected standard

Children are typically confident communicators and enjoy singing and reading with the childminder. They use song spoons to select a favourite song and join in with enthusiasm. Younger children hear lots of talk and new words, but do not benefit from this being carefully planned or taught in a precise way. Children use mathematical language throughout their everyday routines and activities. For example, they find numerals as they play in the water tray. Children develop physical skills, such as they ride push-along toys and climb the steps on a slide.

p.2

Achievement Expected standard

Children generally make steady progress and gain the skills for the next stage in their education. During transition times, children wait for other children to be ready. This can mean they are missing some learning time.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has created a positive environment where children are confident to explore and show they feel safe and secure. Younger children go to staff for cuddles and enjoy being close to the childminder as they play. Children are keen to explore the garden and spend extended periods of time making potions at the potion station. The childminder role models and supports children's behaviour positively. For instance, she models positive manners at mealtimes. When children do fall out, the childminder helps them to solve the disagreement. Children's behaviour is typically within age-related expectations.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder provides support that helps children to take part successfully in routines and daily experiences. Children with special educational needs and/or disabilities and those who may experience barriers to learning, receive support to access all aspects of nursery life alongside their peers. The childminder knows children well and adapts routines as needed. For instance, she serves lunch earlier than planned when children are hungry. However, at times, the childminder does not consistently deploy her assistants or organise routines effectively. This results in children waiting for the next part of the day. At these times, this causes children's behaviour to deteriorate.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of regular attendance to parents and carers effectively, through discussion and in newsletters. She shares how consistent attendance supports children's progress and readiness for school.

p.2

Children's welfare and wellbeing Expected standard

The childminder builds relationships with children well and generally responds quickly to what they need. Children show a positive sense of wellbeing as they form close bonds with familiar adults. Key persons are allocated once the childminder and her assistants get to know each child and observe where natural bonds develop. The childminder is supporting her new assistants to fully understand their key-person role.

p.2

Children's welfare and wellbeing Expected standard

When children start at the setting, the childminder works closely with parents and carers to understand their children's home routines and care needs. The childminder discusses when children are ready to move on to the next stage of learning, such as toilet training. Parents appreciate the support and guidance they get in areas, such as weaning or sleep.

p.3

Children's welfare and wellbeing Expected standard

The childminder provides well-balanced and nutritious meals and snacks that meet any dietary requirement children have. Children are sometimes involved in the preparation of food. For example, they grow vegetables in the garden or help to make muffins. Older children serve themselves, helping them to gain independence. Babies gain independence as they learn to use cutlery or find their own cup. The childminder follows safe sleeping practices and ensures that an adult stays with any child who is asleep. The childminder carries out routines, such as nappy changing and handwashing, regularly and appropriately. This supports children's hygiene and wellbeing. The childminder has not consistently reviewed staff deployment at transition times to ensure that all children's needs are met at these times.

p.3

Curriculum and teaching Expected standard

The childminder has created a well-balanced and ambitious curriculum for all children. She makes effective use of the local community and outdoor environment to provide meaningful opportunities for children to learn about the world around them. Children have regular forest school and soft-play sessions, as well as visits to the zoo and park. The childminder uses these experiences to enrich children's learning and offer them a broad range of opportunities. The childminder has built her curriculum around real-life experiences. For example, children grow vegetables, hatch caterpillars and eggs. The quality of teaching is typically effective.

p.3

Curriculum and teaching Expected standard

The childminder weaves mathematical development into the curriculum. Children sing number songs, measure themselves and count how many plates are needed. The childminder reads books and sings to children throughout the day, developing their language skills. Children take their favourite books to the childminder and snuggle up for a story. The childminder often speaks to children, introducing new vocabulary and ideas. However, younger children do not consistently benefit from more precise teaching of words. This does not consistently enable young children and babies to learn new words faster.

p.3

Curriculum and teaching Expected standard

The childminder provides all children with a wide range of experiences and opportunities to acquire and practise the skills they need for all areas of their learning and development. Children develop their physical skills well through the wide range of opportunities available in the well-equipped garden and during their frequent visits into the community. The garden is thoughtfully set up to support children of all ages and stages of development.

p.3

Inclusion Expected standard

The childminder generally supports children with barriers to learning well through daily routines and activities. She supports effectively children with special educational needs and/or disabilities (SEND) or those who face barriers to their learning. As a result, all children make steady progress from their starting points. The childminder identifies children's individual needs when they start at the setting. She works closely with parents and carers and other professionals to write care plans, and regularly updates these. The childminder knows how to support each child effectively, and the plans ensure that any medical and learning needs are met. Parents speak positively about the support their children receive and the progress they make.

p.3

Inclusion Expected standard

The childminder is aware of children known, or previously known, to children's social care. She ensures that she is aware of suitable information to oversee their progress. The childminder uses funding effectively, including the early years pupil premium, to ensure that children can be fully included in the setting. For instance, she buys resources to develop children's interests. The childminder has completed training to support children with SEND, for example Makaton training. However, the childminder has not ensured that training is embedded in practice to further enhance support for children, for example, by using signs to extend children's understanding.

p.4

Leadership and governance Expected standard

The childminder has a secure understanding of the setting's strengths and areas for development. She is aware of the need to deepen her assistants' knowledge of child development and how they can further extend each child's learning. The childminder ensures that all children are happy and have a wide range of learning experiences. This helps them to make steady progress. The childminder acts in the best interests of all children, including those who are disadvantaged or with special educational needs and/or disabilities. The childminder works with other professionals where appropriate to support children. Parents and carers are unanimous in their praise for the setting. They say that the setting has a family feel and that their children wanted to attend during a recent period of closure.

p.4

Leadership and governance Expected standard

The childminder maintains her mandatory training and recognises the importance of continually developing her skills for children's benefit. She is supporting her assistants to further develop the skills and knowledge they need to support children's learning and development effectively. The assistants feel well supported by the childminder who meets with them regularly and considers their wellbeing and workload.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children show they feel happy, safe and settled. They arrive at the setting with big smiles, and many greet the childminder with a hug. The childminder knows children well and uses this knowledge to plan activities based on each child's interests. Parents and carers say that the setting is a home from home for their children. When new children start, the childminder works closely with parents. She arranges a series of visits, or shorter sessions if this is needed. Children who have just started go to the childminder for hugs, showing they feel safe.

p.5

Inspector:

Lisa Jeffery The childminder has built a curriculum that makes positive use of the local area. Children benefit from a wide range of visits, as well as carefully planned learning experiences in the setting. Children have opportunities to play with a larger group of children through attending playgroups or meeting up with other local childminders. This helps them to be well prepared for moving on to their next setting.

p.6

Inspector:

Children enthusiastically participate in the learning activities available. They learn about oral health by practising cleaning teeth on a model. Other children build with large blocks, working together to make tall towers. Outside, children ride on diggers, paint and play in the sand looking for shells. The childminder talks to children as they play, introducing new words such as 'potion' and 'mixture'. Younger children move around the garden, while the childminder stays close by and helps when needed. The childminder adapts activities well to meet the needs of all children. She supports children with special educational needs and/or disabilities to play with their peers and to try all the activities available.

p.6

Inspector:

Parents are unanimous in their praise for the setting. They see how much progress their children make and appreciate the regular updates they get. The childminder supports parents to know how to support their children at home. For example, they practise the songs their children enjoy singing in the setting.

p.6

Next steps

The childminder should ensure that the youngest children consistently benefit from appropriate communication strategies to promote their communication and language development. The childminder should review routines and staff deployment during transitions to minimise the time children spend waiting.

p.6

About this inspection

The inspector spoke with the childminder, her assistants, parents and carers and children during the inspection.

p.6

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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8