Childminder

Childminder

Unique reference number (URN): 2804537 Registered with Ofsted: 01/10/2024 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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Curriculum and teaching Strong standard

The childminder has designed an ambitious curriculum that reflects what she wants children to know and be able to do. She has a detailed understanding of each child's development and uses this knowledge to identify appropriate next steps. Learning is carefully sequenced so that children develop their knowledge, skills and understanding over time. The childminder takes account of children's interests and adapts experiences to ensure that learning is appropriately matched to their individual ages, stages of development and needs.

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Curriculum and teaching Strong standard

Teaching is consistently of a high quality. The childminder makes purposeful use of interactions to build on children's knowledge and skills. She responds to children's interests and uses spontaneous opportunities throughout the day to extend their learning. Communication and language are woven throughout the curriculum. She skilfully adapts her language and questioning, using simple words and repetition with younger children and more challenging, open-ended questions with older children. She introduces new vocabulary, such as 'coral' and 'magnetic'. She explains what words mean and gives children opportunities to use their developing knowledge.

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Curriculum and teaching Strong standard

The childminder ensures that teaching is inclusive and responsive to children's individual starting points. She adapts her interactions, language, resources and expectations according to children's ages, stages of development and individual needs. She uses repetition, modelling, songs, actions and signing to support children's communication and understanding. Children receive the support they need to participate fully and make progress in their learning and development.

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Curriculum and teaching Strong standard

Mathematical learning is promoted naturally through play as children count, compare quantities and explore shape and size. The childminder purposefully promotes children's physical, personal and social development through play and everyday routines. She continually observes how children respond to her teaching and adapts experiences when needed. Consequently, children are highly engaged, curious and enthusiastic learners.

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Achievement Expected standard

Children make secure progress from their individual starting points. They develop confidence in communicating and increasingly use new words and language during their play. Younger children develop their early communication through sounds, words and gestures, while older children hold conversations, answer questions and express their ideas.

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Achievement Expected standard

Children develop knowledge and skills across the curriculum. They count during play, explore size and quantity and develop their understanding of the world through everyday experiences and outings in the local community. Children develop their physical skills and increasingly manage everyday tasks for themselves. They show curiosity and enthusiasm as they learn. Children are generally well prepared for their next stage of learning. They develop increasing confidence and independence and learn to manage familiar routines and expectations. Some children continue to develop aspects of their personal, social and emotional skills as they prepare for their next stage. The childminder recognises children's differing needs and works with families to support their continued progress.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear expectations for children's behaviour and establishes familiar routines that help children understand what is expected of them. Children generally behave well and develop positive relationships with the childminder and their peers. They share resources, take turns and increasingly use good manners during their everyday interactions. Children show that they understand familiar routines, for example, by helping to tidy away resources when they have finished playing and preparing for the next part of their day.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive attitudes to learning. They confidently choose what they would like to explore and sustain their interest in activities. During the inspection, children enthusiastically joined in with stories and songs and remained engaged in experiences that interested them. The childminder uses praise, modelling and clear explanations to help children understand expectations and develop positive social skills. She adapts her approach according to children's ages, stages of development and individual needs.

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Behaviour, attitudes and establishing routines Expected standard

Children become increasingly confident and independent as they follow everyday routines. They recognise where their belongings are kept and take increasing responsibility for simple tasks. The childminder understands the importance of regular attendance and works closely with parents to support children to attend consistently. This helps children benefit from continuity in their care, learning and relationships.

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Children's welfare and wellbeing Expected standard

The childminder places children's welfare and wellbeing at the centre of her practice. She knows children's individual care needs and works closely with parents so that routines reflect children's needs and family preferences. Children develop warm, trusting relationships with the childminder. They confidently seek her help and reassurance and are comfortable and settled in her care.

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Children's welfare and wellbeing Expected standard

Children are supported to develop healthy lifestyles and increasing independence. They learn to use a knife and fork, put on their shoes and socks and help to put on their coats. Children recognise their own belongings and confidently follow familiar routines, including preparing for rest times. These experiences help children develop useful self-care skills and confidence in doing things for themselves.

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Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities to be physically active and spend time outside the childminder's home. They enjoy outings to the beach and aquarium and go fishing in a local stream. These experiences support children's physical wellbeing and help them develop confidence when exploring different environments.

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Children's welfare and wellbeing Expected standard

The childminder responds sensitively to children's emotional needs and helps them recognise and understand different feelings. Children generally develop an understanding of their own emotions and the feelings of others and continue to develop the skills they need to manage their emotions in everyday situations. The childminder works with families to support children's emotional wellbeing and continued development.

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Inclusion Expected standard

Typically, the childminder creates an inclusive environment where children and families are welcomed, valued and respected. She knows children and their families well and uses information from parents, and her assessments, to understand children's individual needs. She adapts her provision and teaching to help children participate fully and regularly reviews children's progress. The childminder understands how to identify emerging needs, including where a child may have special educational needs and/or disabilities, and she knows how to seek additional support and work with families and other professionals where necessary. She also understands how additional funding can be used to reduce barriers for disadvantaged children.

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Inclusion Expected standard

Children who speak English as an additional language are supported well to develop their communication skills through conversations, stories, songs and everyday interactions. The childminder values children's different backgrounds, cultures and beliefs and works closely with families to understand what is important to them. She reflects children's cultural and religious experiences through celebrations, food and adaptations to her provision. This helps children experience a setting where their individual identities are recognised and respected.

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Inclusion Expected standard

Although the childminder understands the importance of an inclusive environment for children learning English as an additional language, she does not use words from children's home languages within her practice. This means that children do not see or hear their home language reflected within their everyday experiences to increase their sense of belonging and enhance their cognitive and language development.

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Leadership and governance Expected standard

The childminder has a clear vision for her provision and places children and families at the heart of the decisions she makes. She understands the needs of the children in her care and uses this knowledge to shape their experiences. She reflects on her practice and makes changes where needed. For example, she recognises when planned experiences are not appropriate for children's current stages of development and adapts what she provides so that children can build the skills they need first.

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Leadership and governance Expected standard

The childminder is committed to developing her professional knowledge and skills. She completes regular training, including communication-friendly spaces, safer sleep, safeguarding and curriculum training. She uses what she learns through professional development to inform her practice and considers children's ages and stages when deciding what experiences to provide. However, her reflection has not yet extended to fully considering the role children's home languages can play in supporting those who are learning English as an additional language.

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Leadership and governance Expected standard

The childminder builds positive and trusting partnerships with parents. Parents value the gradual approach she takes to settling children and the regular photos and updates they receive. They describe how strategies such as using timers to support transitions are shared between home and the setting to provide consistency for children. The childminder also seeks support from other professionals when families need additional help.

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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 build warm relationships with the childminder and their peers. They feel happy, settled and comfortable in this welcoming and homely setting. Children confidently explore the resources available to them and show curiosity and enthusiasm as they play and learn.

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About this setting

Unique reference number (URN): 2804537 The childminder knows children well and uses her interactions with them to extend their knowledge, language and skills. She adapts activities to reflect children's different ages, interests and stages of development.

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About this setting

Children develop confidence and independence through their everyday experiences. They follow familiar routines, make choices and help to tidy away resources. They develop important self-care and social skills, such as toileting, dressing, sharing, taking turns and following simple instructions. Children enjoy a range of experiences within the community, including visits to parks, the beach, woodland walks and local groups. These experiences broaden their understanding of the world around them and provide opportunities to develop their physical, communication and social skills.

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About this setting

Children's individual care needs are understood, and they receive warm and responsive care that supports their health and wellbeing. The childminder works with parents and seeks advice from other professionals when needed to support children's individual needs. Children are supported to recognise their emotions, understand boundaries and learn how to keep themselves and others safe. Children from different backgrounds are welcomed, and their cultures, family experiences and traditions are respected and celebrated. This helps children to feel valued and develop a sense of belonging.

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Next steps

The childminder should develop inclusive practice further so that children's home languages are recognised and valued within their everyday experiences.

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About this inspection

The inspector spoke with the childminder, 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this inspection

Local authority: East Riding of Yorkshire

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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

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

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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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